Strategies for Overcoming L1 Interference in English Language Learning: Comparative Insights from Saudi and Pakistani Learners

Authors

  • Shamsudheen Mannenkuzhiyan Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah bin Amer, Al-Kharj, 16278, Kingdom of Saudi Arabia
  • Saira Maqbool Department of English, Allama Iqbal Open University, 16100, Islamabad, Pakistan
  • Uzma Sadiq Department of English, Division of Arts and Social Sciences, University of Education Lahore, Campus D. G. Khan, 54000, Punjab, Pakistan
  • Viktoria Kurilenko Russian Language Department. Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moskva, Russia
  • Basem Okleh Salameh Al-Hawamdeh Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah bin Amer, Al-Kharj, 16278, Kingdom of Saudi Arabia
  • Sameena Banu Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah bin Amer, Al-Kharj, 16278, Kingdom of Saudi Arabia

DOI:

https://doi.org/10.15503/jecs2025.3.905.925

Keywords:

phonological factors, second language acquisition, L1 interference, syntactic aspects, morphological, lexical interferences

Abstract

Aim. This research aims to identify the strategies employed by Saudi and Pakistani learners in order to overcome the influence of L1 with English language learning. The study also explores effectiveness of various instructions and techniques used in teaching English language and the cultural attitudes towards second language acquisition in Saudi and Pakistan.

Methods. The study purposes questionnaires, interviews, and focus group discussion to reveal different L1 interferences that are phonological, syntactical, lexical, and morphological with 100 learners and 50 instructor participants each from Saudi and Pakistan.

Results. The study shows that phonological factors, syntactic aspects, morphological and lexical interferences are major factors that hinder learning a new language and therefore require educational intervention approaches.

Conclusions. The study also states best practices to overcome L1 interference, including extra practice, implementation of innovative measures, peer learning, and individualized tutoring etc as the means to address language learning issues. The findings of this research hold great significance to educators and policymakers in devising policies to ensure better English opportunities for Saudi and Pakistani learners.

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Author Biographies

  • Shamsudheen Mannenkuzhiyan, Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah bin Amer, Al-Kharj, 16278, Kingdom of Saudi Arabia

    Dr. Shamsudheen Mannenkuzhiyan is working as an Assistant Professor of English at the Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Kingdom of Saudi Arabia.

  • Saira Maqbool, Department of English, Allama Iqbal Open University, 16100, Islamabad, Pakistan

    Affiliated with the Department of English at Allama Iqbal Open University, Islamabad, Pakistan. Her academic and research interests span applied linguistics, teacher education, and instructional design for distance learning. With experience in curriculum development and material design for open and distance education, she is actively involved in promoting learner-centred approaches and inclusive language teaching practices.

  • Uzma Sadiq , Department of English, Division of Arts and Social Sciences, University of Education Lahore, Campus D. G. Khan, 54000, Punjab, Pakistan

    Associate Professor at Department of English, Division of Arts and Social Sciences, University of Education Lahore, D. G. Khan Campus, Punjab, Pakistan. She has extensive experience in teaching English literature and language at the undergraduate and postgraduate levels. Her research interests include postcolonial literature, feminist theory, and language pedagogy. She has published scholarly articles in national and international journals and is actively involved in academic development and curriculum design.

  • Viktoria Kurilenko, Russian Language Department. Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moskva, Russia

    Developed an integrative linguodidactic system, which was introduced into the system and process of professional-communicative training of foreign applicants, students, residents and postgraduate students of the Medical Institute of the RUDN University. In 2017 she defended her doctoral thesis on Methodology and methods of continuous professionally oriented teaching of the Russian language to foreign medical students, which describes the results that are currently used in the development of textbooks, educational and methodological and publications, advanced training and professional retraining courses for teachers of Russian language as foreign in the system of additional education of the Peoples’ Friendship University of Russia, or lectures for teachers of the Russian language at the faculty of advanced training for teachers of Russian language as foreign, as well as in the arrangement of methodological seminars and cultural and educational events in Mongolia, China, India, Vietnam, Finland, Bulgaria, Romania, Slovakia, Germany, Italy, Spain, Peru, Argentina, Venezuela, Egypt, Austria, Belgium, Luxembourg, Hungary, Greece, Turkey, Morocco, etc. Kurilenko V.B. is the author of more than 180 publications, including 7 monographs, the state educational standard for RFL and requirements (in co-authorship); 4 educational programs (one of which is in English), 6 textbooks, 32 methodological, educational, methodological and teaching aids, scientific articles, abstracts of reports and messages. Kurilenko V.B. regularly takes part in scientific congresses and symposia of Russian society of Russian language and literature teachers (ROPRYAL). such as Theory and practice of Russian studies in the world context (Moscow), Russian language, literature and culture at the turn of the century (Bratislava), Russian language in the modern socio-cultural situation (Voronezh), Russian language and literature in the space of world culture (Granada), including international congresses, scientific and scientific-practical conferences, seminars on ethnopedagogy. She is the member of Association of Language testers in Europe, the member of Peter’s the Great Academy of Sciences and Arts, the member of ROPRYAL, the chief editor of RUDN Journal of Psychology and Pedagogics. 

  • Basem Okleh Salameh Al-Hawamdeh, Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah bin Amer, Al-Kharj, 16278, Kingdom of Saudi Arabia

    Presently working at the Department of English, College of Science and Humanities in Al-Kharj, Prince Sattam Bin Abdulaziz University, Saudi Arabia. He has been teaching English for over 10 years.

  • Sameena Banu, Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah bin Amer, Al-Kharj, 16278, Kingdom of Saudi Arabia

    Currently working as a lecturer in the College of Science and Humanities, Prince Sattam Bin Abdulaziz University, KSA. She has been teaching the English language to undergraduate students for the last 10 years. She has published research articles and papers in Scopus and WoS-indexed journals. Her main area of interest is the English language and literature.

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Published

2025-09-23

Issue

Vol. 16 No. 2 (2025): Journal of Education Culture and Society

Section

LOCAL CULTURES AND SOCIETIES

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Copyright (c) 2025 Shamsudheen Mannenkuzhiyan, Saira Maqbool, Uzma Sadiq , Viktoria Kurilenko, Basem Okleh Salameh Al-Hawamdeh, Sameena Banu

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How to Cite

Mannenkuzhiyan, S. ., Maqbool, S. ., Sadiq , U. ., Kurilenko, V. ., Al-Hawamdeh, B. O. S. ., & Banu, S. (2025). Strategies for Overcoming L1 Interference in English Language Learning: Comparative Insights from Saudi and Pakistani Learners. Journal of Education Culture and Society, 16(2), 905-925. https://doi.org/10.15503/jecs2025.3.905.925