The Amount of English Language (L2) in a Teaching Process to Enhance the English Proficiency of EFL Undergraduate Students

Abstract

Teaching English for Thai students is challenging and requires significant effort for Thai teachers since the English language in Thailand is used as a foreign language. This research aimed to compare the EFL undergraduate students' learning outcome from different amounts of the English language (L2) used in a teaching process and investigate the amount of English language that could enhance their English proficiency. Three levels of English usage, which were 50%, 75%, and 100% respectively, were examined during a class. 129 EFL undergraduate students who enrolled in English for Life Skill subject in semester 2/2018 from four classes were selected as a sample. Two classes were taught as the experimental group and the other two were the control group. The research instrument consisted of three formative tests, a Five Likert Scale questionnaire with open-ended questions, and a student observation form. The students indicated different opinions on their satisfaction, dissatisfaction, advantages, and disadvantages. It can be concluded that 75 percent of English usage in the EFL class is considered appropriate and acceptable. L1 is required during the teaching and learning process as a language instruction and a translating tool. Students feel comfortable when teachers explain Thai, especially in the part of grammar. Since, English is not used to communicate in their daily lives, giving a lecture in English (L2) throughout a class can be their obstacles instead of their benefits.

Keywords: Amount of English, English proficiency, EFL students, L1 and L2