Teachers’ use of hybrid language in the esl grammar teaching classroom: situations and students’ attitudes

Abstract

The objective of this descriptive study is to look into the situations and attitudes of the undergraduates towards the teachers’ use of Hybrid Language (HL) in the ESL grammar teaching classroom. HL is identified as one common practice used by the language teachers to tackle the communication difficulties while teaching English. It seems that the students bear different attitudes towards this practice. The present study employed grammar teaching classroom observations to identify the situations, student attitude questionnaires and also a focus group discussion with ten randomly selected students to investigate the students’ attitudes towards the teachers’ use of HL during the lessons. The findings reveal that the majority of the learners bear positive attitudes towards teachers' HL practices; however, there are also a very few negative sentiments. Based on the findings, it is concluded that the use of HL judiciously act as a facilitative tool for both teachers and students in the language teaching-learning process.