International Journal of Language & Linguistics

An Analysis of Proficiency Scores Addressing L1/L2 Use in a United Arab Emirates Reading Class
Amira H. Traish

Abstract
This study, an investigation into the effectiveness of using a learner’s first language (L1) to teach a second language (L2) in reading comprehension classes, focuses on tertiary students in the United Arab Emirates (UAE). Many theorists argue that a student’s L1 contributes to a more successful learning environment and facilitates second language acquisition. Because of the importance placed on proficiency scores, this study uses empirical data, comparing test scores of two classes and exploring and examining their differences. One instructor uses a student’s L1 (Arabic) to teach reading in L2, and the other does not. Research questions for this study have employed a quantitative approach which has included assessment data from midterm and proficiency exams. The findings of the study, which indicate negligible differences in overall scores, demonstrate that the pedagogical practice has no significant impact on the scores obtained. However, further study is warranted to accommodate more of the variables that may have affected data outcome.

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