UNIVERSITY OF PRISHTINA “HASAN PRISHTINA”

FACULTY OF PHILOLOGY

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

BACHELOR THESIS
Learning English by imitating patterns of Albanian Language - A case study among Kosovar

High School students

Mentor: BA Candidate:

Prishtinë, 2021

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 UNIVERSITY OF PRISHTINA “HASAN PRISHTINA”

FACULTY OF PHILOLOGY

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

BACHELOR THESIS
Learning English by imitating patterns of Albanian Language - A case study among Kosovar

High School students

Mentor: BA Candidate:

Prishtinë, 2021

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Declaration

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All sentences, passages, and ideas from other people's work that have been quoted in this thesis

have been specifically acknowledged by proper referencing to author, work, and page(s). I will

not purposefully engage in or contribute to any type of plagiarism, and I understand that doing so

will result in the failure of this thesis and the diploma evaluation as a whole.

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Table of Contents

1.
Introduction 9

2. Literature Review 11

3. The purpose of the study 16

4. Methodology 17
4.1. Participants of the study 17
4.2. Instruments 17
4.3. Piloting 18
4.4. Data Collection 18
4.5. Data Analysis 18

5. Results 19

6. Discussion 27

7. Conclusion and Recommendations 28

7.1. Limitations 29

References 31

Appendix 33

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Abstract

The purpose of this diploma paper is to look into how students approach second language

learning and the methods they utilize. More specifically, the present study tackles the role of the

native language, Albanian, in the learning of a second language, English, among Kosovar High

School students. However, there are differences between the mother tongue, Albanian, and

English; thus, an examination of students' attitudes toward the use of Albanian in learning

English is aimed, as well as how does the imitation of patterns from the mother tongue (L1) into

the second language (L2) aids in the development of their English. The research employs a

quantitative methodology that is largely focused on the research questions. A questionnaire has

been provided to complete this study as thoroughly as possible. This study's respondents are

students from "Faik Konica" Economic High School and "Shaban Hashani" High School with a

total of 120 participants.

The findings demonstrate that pattern imitation of a native language, Albanian while learning a

second language, English, is a beneficial strategy. Many learners turn to Albanian to help them

strengthen their English abilities and deal with complex areas of vocabulary, grammar, speaking,

writing, and so on. However, if utilized extensively, Albanian pattern imitation may impede

English learning.

Keywords: Role of native language, English learning, patterns, students’ perceptions.

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Acknowledgments
The completion of this thesis would not have been possible without the help and advice of many

important people.

I would like to express my gratitude to Prof. Ass. Dr. Lendita Kryeziu, my respected mentor, for

her tremendous supervision, support, and patience as I worked on my Ba diploma. My

appreciation goes to the Faculty of Philology for providing me with the opportunity to study at

the Department of English Language and Literature at the University of "Hasan Prishtina."

In addition, I would like to express my sincere thanks to my family for their sensible guidance

and motivation. Finally, I could not have finished this thesis without the help of my colleague,

Diellza Iberdemaj, who provided intriguing discussions as well as constant support.

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Introduction
The process through which a child learns his or her first language is referred to as L1 acquisition.

SLA, on the other hand, relates to the procedure of learning another language once one's mother

tongue has indeed been mastered (Gass & Selinker, 2008). Language acquisition is impacted by

a variety of circumstances. Even the early steps of a child's mother tongue acquisition are

prompted by external variables, such as listening and memorizing at first, imitating, and finally

putting all of the gathered knowledge into practice. These aspects are also present in the

subsequent stages of language acquisition; thus, imitation and information transfer remain

essential at this stage of the learning process. Various approaches and theories have been used to

investigate the role of the native language in second language acquisition. Numerous of the same

applications are used when learning L2 (second language/English) as when studying the original

language, and many studies show that L1 (first language/Albanian) has the greatest influence.

SLA and L1 acquisition are not the same; each has unique qualities, and if a person develops L2,

his or her L1 will impact him or her (Wang, 2014). Many English students nowadays are in the

early stages of learning English, and as a consequence, they have limited English knowledge and

skills; as a result, mother tongue transfer and imitation will have a bigger influence on them.

Both positive and negative effects of mother tongue transfer can be seen in the English learning

process. This point of view warns about overusing the native language, which can have

detrimental consequences on L1 including grammatical, phonological, and morphological

misconceptions due to variations in patterns between L1 and L2. If indeed the second language is

comparable to the learner's native language, then using L1 might just have a beneficial impact

due to the usage of structures and words that are similar to the learners' L1. This research

investigates an ongoing dispute about native language use from students in English classrooms

9
as a result of improving their English by transferring, imitating, and translating patterns from the

mother tongue and making more educated and aware decisions concerning L1 usage. However,

the major objective is to explore whether L1 promotes foreign language learning performance

and makes students master English more efficiently. Specifically speaking, the study attempts to

gain a better insight into this problem by examining students' opinions and attitudes toward the

importance of the native language in their learning process, as well as the benefits and drawbacks

of the method under consideration, and the errors they undergo during the process.

10
Literature Review
Language is an important component since it allows individuals to communicate with one

another and thereby understand one another. It may help parties involved to express information,

thoughts, emotions, and a number of other factors. English can help us adapt to our surroundings

and operate in the coming generations by serving as a means of communicating as well as a

resource for learning (Putra, 2020). The English language is often regarded as the universal

language, and several individuals use, prefer, or wish to acquire it as a second language for a

variety of reasons. It takes a lot of work and perseverance to master this language, stated

Putrandono (2021). In contrast to a child's quick and effortless mimicry, learning a foreign

language as we get old usually necessitates a considerable lot of intentional, analytic endeavors

(Alimemaj, 2021). The more education and training a person gains from his/her experience and

pursuits the more probable that his/her new knowledge will take shape. If the acquisition is

effectively carried out, the English outcome also generates valuable communication skills,

spanning from writing, speaking, listening, and reading soft competencies, which are essential in

the workplace (Putra, 2020). Many students, whether they are proficient or not, use their mother

tongue and regard it as a crucial means of learning English. Scholars disagree on the role of

native language effect on L2 acquisition (Qin, 2017). However, findings from a study by

Suadiyatno (2015) conclude that when a student practices a new language, he or she frequently

transfers patterns of his or her mother tongue.

L1 is an essential priority for learning the language in the second language acquisition (SLA)

approach. This can allow students to identify their language intake and develop these skills.

Transfer can indeed be beneficial when the languages are the same, or it can be detrimental if

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there are major variations between both the two languages (Kavaliauskienė, Mažeikienė &

Oleškevičienė, 2010). Several scholars also suggest that students will eventually be able to

acquire the new language simultaneously if there are many word similarities between L1 and L2.

However, its negative impact cannot be avoided. The differentiation between L1 and L2 causes

SLA problems and errors, whereas similarities enhance it (Wang, 2014). Students have to

identify challenges based on cultural notions, lexical elements, or non-equivalent terms since L1

assists them in comprehending and gaining understanding while learning L2 with peers or in

group settings (Ibrahim, 2019). According to the research by Kavaliauskienė et al. (2010), most

of the learners support the usage of native language in English courses, however, the amount

varies on the individuals' English skills. Many studies have found that low-proficiency students

utilize L1-based techniques more, whereas high-proficiency students employ L2-based tactics

more often (Ugla, Abidin & Abdullah, 2019). Low-skilled learners often utilize phrases with the

same meanings as their mother language in trying to convey their opinions smoothly and

accurately (Qin, 2017). According to the study conducted by Ugla et al. (2019), this implies they

have poor linguistic expertise of the target language and must depend on their native language to

solve misunderstandings.

In a study by Ervin-Tripp (1974), it was found that second language learning is entirely based on

transfer from the first. As a result, the term interlanguage is used, which is a complex framework

that has been scientifically validated as a consequence of a learning theory to languages in which

the main importance is given to a learner's cognition and his/her active contribution to the

language learning, resulting in various learning methods (Saric, 2016). In other words,

interlanguage is a method that is formed by combining one's mother tongue with the second

language that one is learning. Many studies claim that students enhance their second language,

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English, by transferring and imitating patterns of the mother tongue. According to Wang (2014),

the effect is referred to as transfer when a student develops relevant information, and his

previously done influences the process of learning new knowledge. When engaging in second

language students usually depend on their first language forms to construct statements

(Suadiyatno, 2015). According to several studies, the transfer occurs primarily because some

grammar rules are simple to reproduce but many are complex. Therefore, many academics

believe that L2 transfer can be classified into three categories: sounds transfer, words transfer,

and syntax transfer.

According to Ibrahim's research, students employ their L1 to establish connections and

differences and utilizing Arabic while teaching complex strategies and methods saves them time,

avoids monotony and irritation, and makes them feel confident and relaxed. Students may rely on

their mother tongue since it is easier and safer for them to think and work in their original

language before transferring to English. Numerous problems confronted the foreign language

student, including the lack of language and cultural basics, the lack of similarity, and

discrepancies in viewpoints (Ibrahim, 2019). According to a research conducted by Suadiyatno

(2015), many Indonesian learners frequently misinterpret the English term "use," misconstruing

it to equate with "wear." This happens since, in Indonesian, people will say "memakai sepatu"

and "memakai pensil," both of which mean "use." Many scholars claim when professors read

their students' English works, they frequently encounter mistakes caused by the effect of the

mother tongue. The way the terms are used differs as well for the reason that English and the

first language are two completely distinct languages and their structures differ a lot, therefore,

the impacts of L1 lead to errors in L2. Many studies have also demonstrated that errors in lexis,

which are meant to be the last to arise, really pose a significant challenge for poor learners

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(Suadiyatno, 2015; Qin, 2017). In general, errors hinder students from learning a second

language effectively.

Though many linguists advised that the use of the mother tongue in English lessons be restricted

and meticulous, nevertheless it is recommended that it may be in use for translation as a teaching

method, and that, as a result of this translation designed in certain respects might be a very

valuable pedagogical technique and, under some conditions, could be considered as a technique

applied (Atkinson, 1983; Widdowson, 1979). The translation should be utilized to help students

learn English. Thus according to Kavaliauskien (2009), it is essential to differentiate between

teaching translation as a practical skill and employing the mother tongue in an educational

context as assistance in L2 acquisition. Grammar, vocabulary, morphology, and connotations are

just a few of the factors that must be considered when using translation as a teaching resource.

The significance of translation in English classrooms comes from using it to contrast

grammatical patterns, vocab, word structure, and other linguistic aspects between English and

the student's native tongue. But the usage of it, as a result, can lead learners to believe that terms

and patterns in English have quite an L1 relationship, which does not occur (Kavaliauskienė et

al. 2010). Therefore, students will make use of a common word they are familiar with instead to

maintain the same meaning according to their mother tongue thinking pattern if they are unable

to identify the comparable word in English on occasion (Qin, 2017). According to Oleškevičienė,

the majority of students continue to cognitively translate from L2 to L1 and likewise regardless

of how well they grasp actual reading or listening materials. This finding indicates the

significance of translation in language acquisition among academics. As a result, Duff (1994)

classified translation as uncommunicative, monotonous, meaningless, and unimportant.

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However, in recent years, as a result of several research on the subject, attitudes about native

language and translation in English lessons have shifted in a favorable direction.

The majority of second language learners employ various strategies for learning the new

language, such as transferring from their mother tongue, imitating L1 patterns, and translating.

Many experts believe that all of these approaches are effective, but that their misuse inhibits

students' efficient learning of the L2. The usage of L1 may have a favorable effect if the second

language is comparable to the student's original language. Yet, many studies claim that while L1

can play an important part in second language learning, inappropriate usage can lead to issues,

preventing learners from gaining appropriate exposure to the second language and, as a result,

slowing down the process of learning. Thus the approach in English language learning argues

that L2 should be taught in l2 rather than L1 (Gülseren & Sarica, 2020). Cook (2001) lists

several reasons for using L1 in learning English, including conveying and checking the meaning

of a word or phrases, explaining grammar, organizing assignments, communicating with

individual learners, and implementing exams. In addition, insufficient utilization of L2 and

excessive usage of L1 might be an issue and a barrier to efficient English acquisition.

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The purpose of the study

The purpose of this diploma paper is to find and examine the methods used by high school

students in the process of learning English as a second language. Specifically, the role of

Albanian Language, pattern imitation, and students’ perceptions on the advantages and

disadvantages of the native language usage in English learning. This quantitative study was

completed using a questionnaire that addressed the research questions, in which students from

two Ferizaj high schools participated.

Furthermore, the findings of this dissertation may assist researchers with an understanding of the

approaches employed by students to learn English as a second language, particularly mother

tongue pattern imitation. It can also be utilized to help teachers and students have a better

knowledge of the English language, allowing them to improve their teaching and learning of the

language.

RESEARCH QUESTIONS:

1. What are the High school students' perspectives and attitudes concerning the usage of the

native language (L1) in the English learning process?

2. How do High school students benefit from imitating patterns from their native language

into English?

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Methodology

This chapter gives an outline of the research methodology. This diploma thesis followed the

quantitative research method to acquire the data for the study. Additionally, the questionnaire

was disseminated using the simple random sampling method. The approaches that were

employed will be presented in more detail, including the sample group, the instruments used to

collect data, and data analysis.

4.1. Participants of the study

This survey included students from Ferizaj's "Faik Konica" Economic High School and "Shaban

Hashani" High School. The participants from both schools totaled 120 students in the 10th, 11th,

and 12th grades. Each school had 60 students participate, including 31 females and 29 males in

each of them. Given the pandemic condition, the needed sample was a little difficult to obtain;

so, the questionnaire was handed out to the professors of the schools and distributed to their

students in a simple random sampling. All students were invited to complete the questionnaire

which included 10 questions relating to the research objectives.

4.2. Instruments

For data collection, one instrument was designed that was thought to be an adequate approach for

the study's principle.

A closed questionnaire, in particular, consisting of 10 questions had been employed, and students

had approximately 10 minutes to complete it. Furthermore, alternative responses were studied

and adopted based on the questions provided.

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4.3. Piloting

Twenty students of the high school “Kuvendi I Arbërit” and “Shaban Hashani” participated in

the pilot study feedback questionnaire. The feedback was given to them through a series of

questions designed to allow participants to arrange their thoughts and suggestions. Nevertheless,

the quantity of the survey, the accuracy of the instructions, and the arrangement of the questions

were all evaluated by respondents.

Students' feedback helped the researcher improve the survey by providing clear and organized

sections.

4.4. Data Collection

The purpose of this diploma paper was to collect data on how students use the Albanian

Language while studying English as a second language, particularly mother tongue pattern

imitation. A survey, which was delivered to 120 students across two Ferizaj high schools were

employed to collect information. The questionnaires were handed out to the students who

accepted to participate in the study.

The obtained data and statistical analysis will be expanded on in the following section, Data

Analysis.

4.5. Data Analysis

The quantitative methodology was used in this diploma thesis study to analyze the research

objectives. As stated in the data collection section, data was gathered through the use of a

confidential questionnaire in which various responses and perspectives were adopted and

18
analyzed. The statistical significance of the research findings was assessed using Google Form

analytic tools, after which a full analysis in the form of charts and tables was interpreted, as

shown in the Results section below.

Results

Chart 1

Chart 1 reveals that the majority of students (90.8 %) began learning English in the third grade,

while a significant percentage (9.2 %) began in the first, fourth, fifth, and sixth grades, and only

one respondent began at the age of three (3).

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 Chart 2

According to Chart 2, high school students typically use Albanian as their mother tongue when

learning English. A considerable proportion of respondents (20.8 %) always use their mother

tongue as a guide to help them learn English, while 41.7 % use it frequently and 29.2 % use

Albanian just when necessary. When learning English as a second language, approximately 5 to

3.3 % hardly ever use the Albanian language.

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 Chart 3

According to Chart 3, vocabulary (34.1 %) and speaking (30.5 %) are some of the learning

abilities that students require the most assistance from the Albanian language to learn, followed

by grammar (18 %), reading (12.6 %), and writing (4.8 %).

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 Chart 4

As seen in the previous charts, the Albanian Language is widely used while learning English,

thus students have underlined the reasons why they use Albanian. The majority of students (73

%) utilize Albanian to understand unfamiliar words, whereas only 2% use it to save time.

Around 30% of respondents utilize Albanian to grasp exercises and activities, as well as

grammar, syntax, and other difficult areas of English, as well as to clarify the meaning of words,

phrases, and sentences.

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 Table 1. Which are the advantages of the usage of Albanian language (L1) while learning

English?

No. Statements Positive Neutral Negative

Responses Responses Responses

1 L1 raises knowledge of Albanian and 99 14 3

English similarities and variances.

2 L1 aids in my comprehension of the 95 19 5

material and the English style.

3 L1 allows me to learn the grammatical and 81 20 15

lexical characteristics of English.

4 L1 improves the effective environment 76 24 17

and motivation for L2 communication.

5 The patterns of English are best learned by 79 22 18

contrasting them with those of Albanian.

6 The use of L1 in English classrooms gives 85 15 19

me confidence and boosts my learning
abilities.

The table above summarizes the results about the benefits and effectiveness of using one's native

tongue when learning English. The majority of students, 70 %, either strongly agreed or agreed

with the statements on this section of the questionnaire. Around 96 % of participants believe that

L1 helps them understand the similarities and differences between Albanian and English,

allowing them to better understand the material and style of English, learn English patterns more

easily by imitating Albanian patterns, and increase their motivation for L2 communication and

learning abilities. However, when it comes to the efficiency of using one's mother tongue in

learning English as a second language, 16% of respondents responded neutrally. Whereas a

minor percentage of respondents (10%) responded negatively to these statements, indicating that

there are no or few benefits to using Albanian while learning English.

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 Table 2. Which are the disadvantages of the usage of Albanian language (L1) while

learning English?

No. Statements Positive Neutral Negative

Responses Responses Responses

1 Frequent use of L1 increases the risk of L2 52 25 38

vocabulary attainment.

2 The intensive usage of L1 reduces proper 52 26 37

exposure to (L2).

3 L1 is of little use in developing my L2 44 24 45

proficiency or improving my speaking
abilities.

4 The more I use L1, the less I learn 44 20 53

concerning L2 style.

5 The frequent usage of L1 makes it difficult 53 21 43

for me to think in English.

6 Bilingual dictionaries are not always 56 27 32

useful because certain words have no
counterparts in the other language.

According to the statistics in Table 2 about the drawbacks of using Albanian while studying

English, a balance of positive and negative replies has been documented. A significant

percentage of the respondents (41%) agree that the use of L1 should be reduced in order to be

exposed to L2 and have a successful learning process. The intensive use of Albanian diminishes

L2 vocabulary attainment and proper exposure to L2 also does not aid in improving speaking

abilities, learning L2 style, and decreases the ability to think in English for these individuals as

well. Whereas roughly the same amount of respondents (34%) responded negatively since it is

more helpful for them to utilize Albanian while studying English. Regarding the difficulties and

ineffectiveness of Albanian usage in English learning, 19% of respondents feel neutral.

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 Table 3. Please indicate your level of satisfaction concerning the usage of Albanian in the

classroom.

Positive Neutral Negative

No. Statements Responses Responses Responses

1 When I think in Albanian, I have trouble 55 18 40

constructing sentences in English.

2 When grammar is discussed in Albanian, I 87 16 10

understand it completely.

3 When words are nearly similar to 96 11 5

Albanian, I comprehend and remember
them better.

4 When the reading texts are translated into 85 19 7

Albanian, I comprehend better.

5 When classroom activities and directions 86 15 11

are given in Albanian, I grasp them
quickly.

6 When indications are provided in 95 12 5

Albanian, I comprehend better.

7 When new topics are introduced in 91 14 7

Albanian, I understand better.

8 Whenever I hear Albanian in lectures or 76 26 9

tutorials, I pay greater attention and feel
compelled to contribute.

9 I use Albanian while working in groups 83 20 9

with my teammates.

Table 3 summarizes the responses when asked about their level of satisfaction with the use of

Albanian in the classroom. For the first statement, 55 (45 %) of students either strongly agreed or

agreed that they had difficulty producing sentences in English whenever they thought of it in

their L1, while 18 (15 %) students felt neutral and 40 (33 %) students gave negative responses

because the statement did not apply to them. According to the second statement, the majority of

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students, 87 (72.5 %), responded positively to the discussion of grammar in Albanian as a tool to

help them understand better, while 16 (13 %) felt neutral and only 10 (8 %) students either

disagreed or strongly disagreed with the statement. When asked about their satisfaction with

comprehension and remembering words that are nearly similar between the two languages, 96

(80 %) of students responded positively, whereas 11 (9 %) students were neither satisfied nor

dissatisfied, and a small percentage (4 %) of students were dissatisfied. In terms of the next two

statements (5th and 6th), an average of 71 % was satisfied when materials were translated into

Albanian and given instructions were given in Albanian because they learned English better, 14

% gave neutral answers, remaining neither satisfied nor dissatisfied, and 7.5 % of the

respondents gave negative responses, leaving them dissatisfied when it came to the Albanian

language usage as stated in the statements. The next statement suggests that 79 % of students

think indications are essential, and when presented in Albanian, they understand them better,

whereas 10 % were indifferent about this statement, and just 4% either disagreed or strongly

disagreed, leaving them unsatisfied. For the next two claims, an average of 70% of students was

highly satisfied with the use of Albanian in the classroom while introducing new topics,

encouraging them to contribute considerably more, whereas an average of 16% of respondents

felt neutral about these statements and 6% were severely dissatisfied. For the last statement, 69

% of respondents said they use Albanian while working in groups and find it more useful,

whereas 20 % stated they did not always use Albanian in group work and only 7.5 % stated they

did not.

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Discussion

A significant number of second language learners use a variety of methods to acquire a second

language, including transfer from their native language or L1 pattern imitation. According to the

findings of the actual study, an Albanian pattern imitation is an excellent approach to learning a

second language, in this case, English. The majority of respondents began learning English in the

third grade because English was introduced in schools at that time, while younger generations of

participants began learning it in the first grade due to changes in the Kosovo curriculum. Thus,

statistics demonstrate that a large proportion of students utilize Albanian while learning English,

and many studies agree that students, whether skilled or not, use their native language and see it

as an important part of developing English. However, experts remain uncertain on the

importance of the mother tongue’s impact in L2 learning (Qin, 2017).

Because respondents' levels of proficiency fluctuate, so do their English learning requirements.

As a result, there are several learning skills for which many students resort to the Albanian

language, such as vocabulary, speaking, reading, and writing. According to the statistics

presented above, the Albanian language is utilized the most while acquiring unfamiliar and new

vocabulary, followed by speaking, creating and adapting phrases from the native tongue into

English, and dealing with difficult areas of grammar. Albeit, transfer happens mainly because

certain grammatical rules are simpler to imitate while others are complicated and can be

advantageous when the languages are similar, but it can also be negative if there are significant

differences (Kavaliauskienė, Mažeikienė & Oleškevičienė, 2010).

Several studies show that improper use can cause problems, limiting students from obtaining

optimal contact with the L2 and, as a result, delays the development procedure even though L1

27
contributes significantly to learning the second language (Gülseren & Sarica, 2020). According

to statistics from actual research, students agree that using and imitating the Albanian language

offers a lot of advantages in learning English and so improves their learning abilities. Yet, many

students report that, in addition to the benefits of mother language imitation, there are

drawbacks, such as the inability to acquire vocabulary and improve speaking abilities due to the

intense use of L1. As a result, they are not exposed to English, and they believe that they learn

less about the English style and have more difficulty. Students report that using Albanian pattern

imitation while learning English can help them a lot if done correctly and at a low level so that

language acquisition is successful.

Conclusion and Recommendations

This diploma thesis sought to obtain a deeper understanding of students' use of their mother

tongue, Albanian, as a result of enhancing their English by transmitting, imitating and adapting

patterns from it. The data acquired reflects students' perceptions toward the relevance of the

mother tongue, in their second language learning, English, including the advantages and

disadvantages of this method, and the mistakes they encountered during the procedure. If the

second language is similar to the learner's mother tongue, then utilizing L1 may have a positive

effect due to the use of patterns and terms equivalent to the learner's L1. However, a multitude of

factors influences language acquisition. In the English learning process, various adverse effects

of native language transference can indeed be found. This viewpoint cautions against misusing

the native tongue, which might have negative effects for L2, particularly syntactic, phonetic, and

28
lexical misunderstandings caused by differences in patterns between L1 (Albanian) and L2

(English).

An important element in learning a second language is pattern imitation of the mother tongue.

According to research, many students find the Albanian language helpful when learning English;

so, new techniques of successfully employing Albanian should be tackled by both students and

teachers to assist them to improve their English. Students’ imitation of Albanian patterns should

be used to highlight their needs in learning English so that teachers can alter their teaching

techniques based on what students find effective.

Students should also be educated on the similarities and contrasts between their mother tongue

(Albanian) and second language (English). As a result, there are benefits and drawbacks to

imitating Albanian patterns while learning English, which may enhance or hinder students'

learning. To inform students and teachers about these issues, additional study, especially

qualitative, should be conducted on learning a second language by imitating mother tongue

patterns, particularly with regard to Kosovar students' learning, so that many other issues can be

addressed and awareness will be raised among Kosovar students and teachers.

Limitations
There were a few limitations encountered while working on the diploma thesis, but some notable

ones were problems in accessing relevant literature and challenges as a result of the pandemic,

Covid-19.

29
Literature accessibility: There was no true authentic study done on this topic, therefore finding

acceptable literature at the national level was a bit challenging. As a result, the majority of the

literature included in the diploma came from foreign studies that linked and compared the

situation in Kosovo to the issue. As a result, the candidate was unable to obtain a clear

connection and relevant literature from Kosovar research papers.

Another big obstacle was the pandemic condition. A questionnaire among Ferizaj high school

students was administered for this study. The distribution of the questionnaire was delayed for

about a month since schools were closed during the peak of the pandemic, and there was no other

option to distribute the questionnaire without the schools commencing. Also, because of the risk

of the pandemic, some schools refused to allow their pupils to participate in the study which

caused more difficulties in commencing the study.

In addition to the quantitative research method, the qualitative methodology was recommended

to be conducted for the findings to be more credible and valid. However, due to the pandemic

condition, the qualitative analysis could not be done because interviewing each student in such

circumstances was prohibited by the norms of the schools that participated in the study. As a

result, all of the aforementioned constraints may have influenced the study's final findings.

30
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English minimal pairs. Journal of Language and Linguistic Studies, 17 (1), 672-682.

Atkinson, D. (1983). Teaching monolingual classes. London: Longman Group United Kingdom.

Cook, V. (2001). Second language learning and language teaching. London: Arnold.

Darginavičienė, I. & Navickienė, V. (2015). Use of native language in learning English for
specific purposes. Tiltati, 71 (2), 109-123, DOI:10.15181/tbb.v71i2.1104

Ervin-Tripp, M. S. (1974). Is second language learning like the first? TESOL Quarterly, 8 (2),
111-127, DOI: 10.2307/3585535

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