The Impact of Interfering Mother Tongue in EFL classes on Kurdish learners at university level

Abstract

This research examines the effects of mother-tongue interference on Kurdish university-level students in English as a Foreign Language (EFL) courses. This study aims to investigate the correlation between EFL proficiency, mother tongue language, and learner outcomes. The research includes 250 students enrolled in the English department at Akre College, Duhok University, who are pursuing advanced academic degrees. The study utilized a quantitative research design and collected data through a questionnaire to assess language proficiency, mother tongue interference, and learner outcomes. The study employed SPSS for conducting correlational and regression analyses. The study indicates notable associations among English as a Foreign Language (EFL) proficiency, native language, and student achievements.  This study has implications for educators, curriculum designers, and policymakers. It highlights the impact of mother-tongue interference and emphasizes the importance of promoting English proficiency as a foreign language. Educators can enhance the English language learning outcomes of Kurdish university students by utilizing effective teaching strategies, mitigating mother tongue interference, fostering balanced bilingualism, and establishing a supportive learning environment. Subsequent studies ought to investigate these associations in broader and more heterogeneous populations, employing a longitudinal approach and objective gauges of language proficiency to augment our comprehension in this domain.