The Use of the Mother Tongue as a Pedagogical Tool in EFL Classrooms and Its Impact on Learners’ Engagement: A Case Study of First-Year Middle School Learners at El-Kabir Abdelkader Middle School

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dc.contributor.authorKheira Mazouz
dc.contributor.authorNadia Boukheddimi
dc.date.accessioned2026-07-08T10:27:52Z
dc.date.available2026-07-08T10:27:52Z
dc.date.issued2026
dc.description.abstractThe present study explores the use of the mother tongue as a pedagogical tool in the EFL learning process and examines its impact on learners’ engagement. Following a descriptive research design with an exploratory nature, the study focuses on First-Year EFL Middle school learners taking El-Kabir Abdelkader Middle School as a case study. It uses classroom observation, interview, and a questionnaire to gather data on how teachers and students perceive this subject. The sample of the study was determined using a non-probability sampling technique, specifically convenience sampling, which resulted in the selection of 50 students and two teachers. The findings revealed that the use of the mother tongue in the EFL classroom as a pedagogical tool is guided with purposeful intentions and limited within a contextual framework that promotes students’ learning process. The results showed a strong relationship between the use of the mother tongue and increased students’ engagement in the learning process. It is found that when the mother tongue is used appropriately in the classroom, students become more attentive to the lecture and more engaged in the language learning process. They pay more attention to the lecture, understand its content more clearly, and feel more confident in engaging in classroom activities and tasks. However, students’ over reliance on the mother tongue could reduce their exposure to English language input and limit their opportunities in practicing the language in class.
dc.identifier.citation644
dc.identifier.urihttps://dspace.univ-sba.dz/handle/123456789/2625
dc.language.isoen_US
dc.titleThe Use of the Mother Tongue as a Pedagogical Tool in EFL Classrooms and Its Impact on Learners’ Engagement: A Case Study of First-Year Middle School Learners at El-Kabir Abdelkader Middle School
dc.typeThesis
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