The Effect of Translating English into First Language in EFL Classroom: The Case of Two Secondary Schools

Abstract

The main objective of this study was to investigate the effects of translating English into the students’ first language on students’ learning of English at the two selected secondary schools. For selecting participants of this study, simple random sampling technique was employed. Accordingly, one hundred eleven students and three English language teachers’ were selected from the two schools as participant of the study. Five data gathering instruments namely, observation, questionnaire, focus group discussion, interview and audio-taped lessons were used to collect the data. To analyze the responses given through each tool, descriptive survey method using frequency and percentages was employed. Results of the data show that both teachers and students have positive attitudes toward the use of translation except a few who reject it. Even if audio-taped lessons indicated some mismatch of translated sentences and the original English language versions, the majority of sample students further agreed that translation and L1 use helps them to make difficult concepts easy; to feel comfort; to feel at ease, and develop target language vocabularies. Based on the findings, it is also essential to design an English course considering the relative importance of translating English into the students’ first language.

Keywords: Translation, Secondary School, Mixed-Methods, First Language

DOI: 10.7176/JLLL/61-02

Publication date:October 31^st 2019