The Use of Arabic in Teaching and Learning Foreign Languages for Saudi Language Learners: A Case Study

This paper explores the effectiveness of first-language (L1) use in teaching and learning Chinese as a foreign language (CFL) from the perceptions of learners and instructors in Saudi Arabia. Although this issue has been studied in the context of English as a foreign language (EFL), less commonly spoken languages in Saudi Arabia have not received as much attention from scholars. 60 undergraduate students who have passed beginner levels in the Department of Chinese at the University of Jeddah were given a questionnaire. Five focus groups were organized, each consisting of five students, and one that included the only two instructors in the department, to gather data about participants' attitudes, perceptions, and experiences related to the topic. The findings suggest that using L1 for instruction and communication in CFL classrooms is essential in the first stages of learning the language, and that the learning process can take two years, due to the uniqueness of the language. Although the systematic and purposeful use of L1 has already been encouraged in the context of learning EFL, this approach could potentially be used in CFL classrooms after the students have successfully acquired basic language skills.