THE EFFECTIVENESS OF USING ONLY ENGLISH IN TEACHING ENGLISH

Abstract. This article comprehensively examines the effectiveness of the English-only method in teaching English. The purpose of the research is to determine the impact of the “English-only” method on language learners’ language skills and analyze its advantages and limitations. The article considers such key aspects as the formation of a language environment, the development of listening and speaking skills, and the formation of thinking skills in English. In addition, the scientific foundations of this method are explained based on the theories of Krashen’s “Input Hypothesis”, Swain’s “Output Hypothesis” and Vygotsky’s “Zone of Proximal Development”. The results of the study show that teaching English only in English has a positive effect on improving students’ language competence. However, the article also emphasizes that the full use of this method is not always effective, and therefore the importance of appropriate and limited use of the mother tongue. In conclusion, the most effective approach is to use a flexible and balanced method in the teaching process, using English as the main language.

Keywords: English language teaching, English-only method, language environment, communicative method, listening skills, speaking skills, language competence, motivation, Input Hypothesis, Output Hypothesis, zone of proximal development, use of the mother tongue, multilingualism, foreign language acquisition, CLIL, development of language skills.

The method of using only English in teaching English is one of the most widely discussed and frequently used approaches in the modern language education system. This method is called the "English-only approach" or monolingual approach, and its main goal is to ensure a natural learning process by creating a linguistic environment in the target language at the maximum level for students. As the importance of English increases in the context of globalization and the need for its rapid and high-quality acquisition increases, the demand for effective teaching methods is also increasing. In this regard, the method of using only English is considered an important tool in developing the language skills of the language learner. [1, p.38]

Research has shown that the main advantage of this method is that it develops the learner’s receptive skills by providing them with continuous “input” in the target language. A high level of input is an important factor in language learning, as it naturally improves the learner’s listening and comprehension skills. According to scholars and methodologists, using only English during lessons forces students to think in that language and reduces their reliance on translation. This in turn increases their speaking speed and fluency. As Harmer (2015) states, using only English creates a natural language environment for students and enhances their language practice. [1, p.38]

Furthermore, when viewed within the context of Communicative Language Teaching, teaching English exclusively in English directly impacts the development of students’ communication skills. In this approach, the focus is not on memorizing grammar rules, but on the practical use of the language. Research has shown that this approach increases students’ active participation in the lesson and strengthens their language confidence, as they are forced to use English to express themselves. As a result, students not only receive theoretical knowledge, but also learn to apply it in real communication. [2, p.322]

Another important advantage is the natural expansion of vocabulary. In the process of teaching only in English, new words are learned through context, not through translation. Teachers explain the meaning of words using pictures, examples, synonyms and antonyms. This method allows students to understand words more deeply and use them correctly in different situations. In addition, such an approach develops students' cognitive abilities and increases their linguistic flexibility. [3, p.50,54,56]

However, the scientific literature notes not only the advantages, but also the limitations of this method. Some studies show that teaching English only in English is not equally effective in all cases. For example, according to the results of a study conducted by Jang Ho Lee, the level of students' English language proficiency was closely related to their level of vocabulary and comprehension, but also to their attitude towards the English language, while a positive attitude towards the "English-only" method did not significantly affect their actual language achievement. This result shows that the idea that using only English is always the most effective method is not a one-size-fits-all. [4, p.46]

In addition, the importance of multilingual approaches in modern language teaching is increasing. As shown by some research, appropriate and limited use of students' native language can facilitate their understanding and increase their confidence. That is, switching completely to English in some cases can create psychological pressure on students and complicate the learning process. Especially for students at the beginning level, it can be difficult to understand complex topics completely in English.

Research also shows that limited use of the mother tongue has cognitive and pedagogical benefits. Some scholars believe that not using the mother tongue at all can slow down students’ comprehension and lead to a waste of time. In fact, many teachers and students in studies have noted that using the mother tongue in certain situations increases the effectiveness of teaching. Therefore, a complete “English-only” policy is not always the best solution. [5, p.425]

To better understand the effectiveness of teaching English only in English, it is important to consider this method in relation to psycholinguistic and pedagogical theories of language learning. One of them is Stephen Krashen's "Input Hypothesis". According to this theory, a language learner develops effectively only when he understands language material at a level slightly higher than his own (i+1). By using only English, the teacher constantly provides students with such "comprehensible input". If the teacher does not oversimplify the language, but makes it understandable, then the student's language skills develop naturally. This theory is considered one of the scientific foundations of the "English-only" method.[3, p.12]

In addition, Merrill Swain's "Output Hypothesis" theory also proves the effectiveness of this method. According to this theory, a language learner should not only listen, but also speak and try to express himself. In the case of teaching only in English, students cannot rely on their native language, so they are forced to use all their knowledge to express themselves. This process helps them to use grammatical structures correctly and to notice their language gaps. [2, p.135]

Another important theory is Lev Vygotsky’s concept of the “Zone of Proximal Development”. According to this theory, a student can complete tasks that they cannot do on their own with the help of a teacher or other students. If the lesson is held entirely in English, the teacher uses various support tools (gestures, visuals, simplified speech) to gradually raise the level of students to a higher level. Here, language is used not only as a subject, but also as a means of communication. [2, p.55]

Neurolinguistic studies also support the effectiveness of this method. Scientists have found that the brain creates new neural connections during language learning. If a student constantly perceives the language directly in English, and not through translation, the brain begins to process the new language as a “separate system”. This reduces the interference of the two languages ​​and speeds up speech. That is, the ability to think in English is formed precisely in this environment.

From a practical point of view, this method is widely used in modern directions such as CLIL (Content and Language Integrated Learning). In the CLIL method, students study not only the language, but also other subjects (for example, history, biology) in English. Studies have shown that this approach develops not only the language level of students, but also their critical thinking skills. Because they learn not only to understand information, but also to analyze and apply it. [2, p.323]

In addition, learning English only in English also affects motivation. Although this method may seem difficult for many students at first, over time they notice their progress and gain confidence. The internal belief that “I understand”, “I can speak” strengthens motivation. And motivation is one of the most important factors in language learning.

However, one important truth cannot be ignored here: blindly using the “English-only” method is a mistake. If the teacher continues to speak English at a level that the student does not understand at all, this will have the opposite effect. The student will experience stress, misunderstanding, and a decrease in motivation. This situation is explained by Krashen’s concept of “affective filter”. If the student is nervous or feels insecure, his ability to absorb the language decreases.

Therefore, experienced teachers often use the so-called “principled use of L1”, that is, they use their native language only when necessary. For example, when briefly explaining a very complex grammatical rule or clarifying an important instruction, using their native language saves time and facilitates understanding. This approach does not completely abandon English, but rather effectively supplements it.

Another aspect that deserves attention is the individual characteristics of students. Some students learn best visually, some through listening, and others through practice. Using only English may not have the same effect on all students. Therefore, the teacher should combine different methods in the lesson: games, role-playing, dialogues, videos and interactive tasks.

Modern digital technologies also strengthen this method. For example, YouTube, podcasts, online platforms (Duolingo, BBC Learning English) provide students with an additional English language environment. These resources allow them to continue their language practice outside of class. Studies have shown that constant contact with the language (daily exposure) significantly accelerates language acquisition. [1, p.65]

In conclusion, using only English in teaching English is one of the most effective and efficient methods, as it creates a linguistic environment and contributes to the development of students’ listening, speaking and thinking skills. This approach teaches students to communicate freely in the language and increases their linguistic competence. However, research has shown that using this method in absolute terms is not always effective. Therefore, the most effective way is to implement a balanced approach, using English as the main language, and using the mother tongue when necessary. Only such a harmonious approach can facilitate the language learning process of students and increase its effectiveness. Teaching English exclusively in English is a scientifically based, practically proven effective method. It creates a linguistic environment, creates conditions for students to learn the language naturally, develops speaking and listening skills, and forms the ability to think in English. However, this method will only achieve the highest results if it is correct, flexible and student-centered. That is, the most effective strategy is to maintain a balance by using English as the main language, and when necessary, by using the mother tongue appropriately. [5, p.437]