Perceptions of First Language Usage and its Effect on Student Achievement in English Language Learning

Abstract

Aims: This paper explored the prevalence of the use of first language, the perception of students on the influence of first language on English language performance, the challenges the use of first language bring to students in the process of learning English and measures to curb the use of first language to improve the performance of English at Ho-Bankoe Methodist Primary School. Methodology: In this study, the target populations were students and English teachers at the Ho-Bankoe Methodist Primary School. 36 students were sampled using stratified sampling and simple random sampling. Five Teachers were sampled using purposive sampling technique. The study used quantitative research approach. Questionnaires were used to collect data from students and teachers. Quantitative data was summarized using descriptive statistics and presented using tables and bar graphs. Results: The study assessed the prevalence of mother tongue usage among students at Ho-Bankoe Methodist Primary School, revealing that 28 out of 36 students (77.8%) frequently use their mother tongue during English lessons. Additionally, 28 students (77.6%) reported that their first language positively influences their English performance, while 25 students (69.4%) acknowledged that reliance on their mother tongue can lead to poor English outcomes. Challenges identified include difficulties in writing and pronunciation, with 28 students (77.8%) agreeing that their first language affects their English writing. To mitigate these challenges, 29 students (80.5%) supported the implementation of a language policy prohibiting mother tongue use, while 75% indicated they face penalties for speaking their first language. The findings suggest a critical need for balanced language policies that promote English proficiency while recognizing the role of the mother tongue in education. Conclusion: Findings indicate that while students often use their mother tongue, this practice has mixed effects on their English skills. Teachers acknowledge the need for a language policy favoring English, yet the lack of rewards for English use highlights the need for a balanced approach. Recommendations include implementing a bilingual education model that values both languages, alongside further research across diverse educational settings to enhance understanding and practices in language acquisition.