Reducing Mother Tongue Interference Among Undergraduate Students: A Study of Classroom-Based Strategies

Mother tongue interference remains a significant challenge in English language classrooms in Nigeria, often affecting learners’ pronunciation, grammar, and overall communicative competence. This study investigated classroom-based strategies designed to reduce mother tongue interference among undergraduate students in selected Nigerian universities. A mixed-methods approach was employed, combining classroom observations, structured interviews, and pre- and post-intervention assessments. Findings indicate that the implementation of targeted pedagogical strategies—such as raising awareness of code-switching, peer-assisted learning, and explicit pronunciation exercises—substantially improves students’ accuracy and fluency in English. The study further identifies contextual factors influencing the effectiveness of these strategies, including teacher competence, student motivation, and classroom dynamics. The results suggest that a structured, context-sensitive approach to English instruction can mitigate the impact of mother tongue interference and enhance communicative competence. This research contributes to the discourse on English language pedagogy in Nigeria by offering empirically grounded recommendations for educators seeking to improve classroom practices and student outcomes.