Revisiting Arabic as a First Language in English Teaching: Evidence from the MENA Region

Abstract

There are varying perspectives regarding using learners' first language (L1) in English language teaching (ELT) classrooms. Therefore, this study aims to examine the literature on using Arabic as L1 in ELT classrooms across the MENA region in a semi-systematic manner. Relevant databases were searched for full-text peer-reviewed empirical research, including Google Scholar, ERIC (Education Resources Information Center), PubMed, PsycINFO, Web of Science, Scopus, Linguistics and Language Behavior Abstracts (LLBA). Following a comprehensive search and screening, 10 studies were selected from eight MENA region countries conducted between 1st January 2019 and 31st December 2023 for this semi-systematic review. The findings of the eight studies indicated the importance of fostering learners' L1 in teaching and learning the second language (L2). Students and teachers considered it a facilitative tool for L2 acquisition rather than an obstacle. However, balanced and cautious use of L1 was suggested, as over-reliance on it may hinder L2 acquisition. The recommended use of L1 was mainly to explain grammar, abstract vocabulary, instructions, and translation, and to compare L1 and L2. Using L1 encourages students to participate actively and smoothens the learning process by reducing cognitive load, especially for beginners. Conversely, the findings from two studies conducted in Jordan and Saudi Arabia suggested that L2 should be primarily used for teaching and learning L2, with L1 reserved for important communication by teachers. Therefore, using L1 should be permitted in L2 learning and pedagogy.