Abstract
Being bilingual or multilingual is a huge advantage. However, when it comes to learning the second language (L2), the first language (L1) tends to be seen as either facilitator or barrier. This is totally depending on how L1 is being utilised mainly in language classrooms. This study aims to identify the patterns of students’ preferences in using L1 and L2 when interacting with their ESL teachers and peers; and doing work in groups or pairs and as whole class in ESL classrooms at National Secondary School (SMK) and National Type (Chinese) Secondary School (SMJKC) in Malaysia. The findings revealed that majority of the students prefer to use L2 when they interact with their teacher and when having whole class discussion; and L1 when they interact with peers and working in groups or pairs. This decreases students’ chance to practice L2 (English language). Thus, study highlighted that there is a need to maximise practice of using L2 in language classrooms as students tend not to practice outside the classroom and even when doing some activities in the classroom.
Highlights
International Journal of Academic Research in Progressive Education and Development in Malaysia, while English is positioned as the second language in the Malaysian education system (Darmi et al, 2018)
It is not possible to refrain students from using L1 when they are in English as Second Language (ESL) classroom
It is obvious that all students choose to use English when they need to interact with the ESL teachers
Summary
International Journal of Academic Research in Progressive Education and Development in Malaysia, while English is positioned as the second language in the Malaysian education system (Darmi et al, 2018). Using L1 in English as Second Language (ESL) classroom is seen as a barrierfor students’ L2 development but there are researchers who highlighted the plus points of L1 in L2 learning process (Darmi et al, 2018). Using L1 or L2 when being in ESL classroom depends on the preferences and beliefs of the teachers when teaching with references to their experience and knowledge For students, they tend to use the language which help them to communicate their message and succeed in their goal (of a task) best even when they are in the ESL classroom (Chavez, 2003; Carless, 2008). School (SMK) and National Type (Chinese) Secondary School (SMJKC) in Malaysia: a) when interacting with ESL teachers?
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