Instructors’ perceptions and use of first language in EFL classes in Afghanistan

Abstract

The study examined instructors’ arguments for and against the use of L1 in EFL classes. It explored the frequency use and functions of L1. It also investigated the impact of the participants’ gender, education level and years of teaching experience on their responses. A survey questionnaire and classroom observations were used to collect data from 189 and 5 EFL instructors, respectively. Descriptive and inferential statistics were used to analyze the data. The results showed that EFL instructors had mixed perceptions about L1 use in EFL classes. They believed that L1 had both facilitative roles (e.g. helping students build up their lexicon) and negative consequences (e.g., interfering in students’ learning). Furthermore, the instructors utilized L1 for various language, classroom management and social purposes to varying extent. L1 was more frequently used to explain difficult grammatical points, new vocabulary and difficult concepts. Instructors favored and used L1 more frequently in low-level classes than higher levels. The study also revealed that there were statistically significant differences between participants’ responses by their gender, education and years of teaching experience. The study recommends EFL instructors to revisit their use of L1 in EFL classes and use it judiciously and systematically to optimize students’ English learning and prevent negative consequences of the overuse of L1 (e.g., learners’ dependence on L1).