Teachers ' opinions on the use of L1 in EFL classes

Abstract

The use of L1 in EFL classes has still been a controversial topic. Therefore, this study investigates the attitudes of university teachers towards the use of L1, and seek their opinions regarding the purposes for which L1 should be used in English classes. A questionnaire of 26 items with a five-point likert-type scale was administered, followed by a face-to face semi-structured interview through two open-ended questions. Descriptive and content analysis methods were employed. The results show that the use of L1 in L2 classes has  facilitating functions in L2 learning environment and teachers do not perceive L1 as a hindering factor at the early stages of English learning; they believe that L1 should be used with low-proficiency level students when making students aware of the differences and similarities between L1 and L2, explaining new vocabulary, clarifying difficult concepts, solving disciplinary problems and teaching grammar. The teachers’ overall attitude towards using L1 was found to be slightly negative in line with the results of the questionnaire, yet contradicted with those of the interview. It could be concluded that judicious use of L1 is favoured by teachers.