Challenging the Monolingual Norm: An Exploratory Study of L1-Mediated Classroom Management in Saudi ELT (Published)
In alignment with the Saudi Vision 2030 Human Capability Development Program (HCDP), the Kingdom has prioritized the radical transformation of early childhood and primary education to foster a globally competitive generation. Central to this objective is the mastery of the English language, where effective classroom management serves as the baseline for successful pedagogical delivery. This research investigates a critical but often debated variable in primary ELT (English Language Teaching): the strategic use of the students’ mother tongue (Arabic) as a tool for fostering professional discipline and classroom harmony. Utilizing a comparative analysis of perceptions among native and non-native English educators within a Saudi Arabian primary school, this paper examines the perceived advantages and systemic challenges associated with bilingual classroom management. The findings offer a nuanced insight into how L1 (Arabic) integration can act as a “scaffolding” mechanism to reduce cognitive load and behavioural friction in early learners. By identifying the specific barriers faced by native-speaking practitioners, this study provides actionable insights for standardizing teacher training and curriculum development. Ultimately, this research contributes to a robust educational framework that supports the Kingdom’s goal of building a bilingual, high-potential workforce from the foundational primary level upward.
Keywords: L1 scaffolding, classroom management, cross-cultural communication, pedagogical optimisation, translanguaging, vision 2030
From Classroom to Conversation: Exploring University Chat Corners as Hybrid Spaces for Language Acquisition (Published)
For learners in an English as a foreign language (EFL) environment, institutions like chat corners often constitute the only opportunity to interact socially with native speakers. Being more sheltered than real-life situations, yet more socially authentic than the classroom, it is a hybrid environment where EFL learners can begin to interact cross-culturally using L2 in a social setting. This study explores the learning potential of chat corners by examining linguistic and cultural learning opportunities, as well as affective factors. The study was conducted by recording and analysing conversations occurring at the Chat Corner of Tamkang University in Taiwan, supplemented with a group interview at the end of the semester. Results highlight the unique role of chat corners in enhancing EFL learners’ language skills and cultural understanding, alleviating anxiety, and providing an organic yet supportive environment that balances authenticity with educational scaffolding and language exploration.
Keywords: English corner, Second Language Acquisition, chat corner, cross-cultural communication, hybrid environment
The Teaching of Nonverbal Communication to EFL Learners: in Taiwan (Published)
Nonverbal cues play a significant role in effective communication, particularly in cross-cultural contexts. Understanding and utilizing nonverbal communication in English can enhance Taiwanese learners’ communicative competence and facilitate successful interactions with English speakers from diverse cultural backgrounds. This paper discusses practical strategies and pedagogical approaches to teach nonverbal communication, emphasizing the development of awareness, cultural sensitivity, body language, paralinguistic features, proxemics, and context-specific cues. Additionally, it addresses the relevance of nonverbal communication in digital media and the significance of authentic materials, cultural immersion, assessment, and provides a practical example of teaching nonverbal communication to English as a Foreign Language (EFL) learners. By incorporating these strategies, educators can empower Taiwanese EFL learners to navigate the globalized world and build meaningful connections across cultures.
Keywords: Pedagogy, Taiwanese EFL learners, cross-cultural communication, nonverbal communication