Investigating the Use of Arabic in EFL Classrooms: Case of 3 rd Year at Bouazza Miloud Secondary School Maghnia

Abstract

This study aims to investigate the use of Dialectal Arabic alongside English in third-year secondary classrooms at Bouaazza Miloud Secondary School in Maghnia, where English is taught as a second foreign language. It focuses on pupils’ attitudes toward this practice and its impact on their language development. Conducted at the level of third-year classes, the research used questionnaires for both teachers and pupils, along with classroom observation. A mixed methods approach was applied. Results showed that Arabic was often used to clarify difficult content and manage instructional time, which pupils viewed positively. However, excessive reliance on the mother tongue limited opportunities for practicing English and negatively affected pupils' communicative skills. The study emphasizes the need for a balanced approach to bilingual instruction that supports learning without hindering language acquisition