Table 3 Teachers’ attitudes towards the importance of their use of students’ native language(s) in the following situation
Very important 5 | Important 4 | Neutral 3 | Not important 2 | Not important at all 1 | Mean | |
|---|---|---|---|---|---|---|
To explain concepts | n = 38 37.6% | n = 31 30.7% | n = 14 13.9% | n = 11 10.9% | n = 7 6.9% | 3.81 |
To describe vocabulary | n = 14 13.9% | n = 31 30.7% | n = 15 14.8% | n = 29 28.7% | n = 12 11.9% | 3.06 |
To give directions | n = 36 35.6% | n = 30 29.7% | n = 16 15.8% | n = 13 12.9% | n = 6 5.9% | 3.76 |
For classroom management | n = 35 34.6% | n = 33 32.7% | n = 13 12.9% | n = 12 11.9% | n = 8 7.9% | 3.74 |
To give feedback to students | n = 37 36.7% | n = 29 28.7% | n = 19 18.8% | n = 10 9.9% | n = 6 5.9% | 3.80 |
To praise students | n = 34 33.7% | n = 30 29.7% | n = 16 15.8% | n = 14 13.9% | n = 7 6.9% | 3.63 |
To build bonds with students | n = 33 32.7% | n = 34 33.7% | n = 18 17.8% | n = 11 10.9% | n = 5 5.9% | 3.78 |
To help low proficiency students | n = 43 42.6% | n = 34 33.7% | n = 12 11.9% | n = 8 7.9% | n = 4 3.9% | 4.03 |