Abstract
This study examines the impact of a bilingual approach on the academic performance and classroom involvement/participation of level 1 English as a foreign language (EFL) reading comprehension students. Fifty female Saudi EFL students participated in the . study. A reading comprehension test, classroom observation, and interviews served as data collection methods. The researcher used an independent samples t-test to ( ) analyze the test scores, and thematic content analyses to analyze the interviews and . observation. The results show that bilingualism as a teaching strategy positively affects learners' academic performance, classroom participation, and involvement. The study also indicates that most participants perceived bilingualism as a useful teaching strategy to raise their exam scores. Recommendations for teaching EFL beginners, as well as for language learning and further research, were presented. . learners to English comprehensible input. Based on this premise,
Recommended Citation
Al Tale, Mazeegha Ahmed
(2021)
"Bilingualism in EFL Classrooms - Saudi Female Beginners' Reading Performance and Classroom Involvement,"
Scientific Journal of King Faisal University: Humanities and Management Sciences: Vol. 22:
Iss.
1, Article 4.
https://doi.org/https://doi.org/10.37575/h/lng/2337
Available at:
https://sjkfuh.researchcommons.org/journal/vol22/iss1/4
