“TEACHERS’ AND LEARNERS’ PERCEPTIONS ABOUT USING L1 IN ENGLISH LANGUAGE CLASSROOMS” (original) (raw)
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By the growing emphasis on communicative language skills, the attention toward using first language in second language classrooms has been raised. The primary aim of this study was to find out teachers' and students' perceptions toward the utilization of L1 in English classrooms in Institutes. In order to do this objective, the researcher used a mixed methods research design. Two groups of participants were used in this study. They were 56 EFL learners of elementary, intermediate, and advanced level and 11 EFL teachers who were selected through convenient sampling. The proficiency level of the students was determined using Nelson Proficiency Test (NPT). The quantitative data were collected through a questionnaire while the qualitative data were collected through teachers' interviews. After the data collection and analysis, the results of this study revealed that students in all language levels in Institutes had positive perceptions toward utilizing L1 in L2 classes, teachers indicated their eagerness toward using L1 in their classes, and used L1 in high schools more than in Institutes. Furthermore, this study has some implications for EFL teachers.
Publisher Psychology and Education: A Multidisciplinary Journal, 2024
This study aimed to explore the use of Language 1 (L1) in the Teaching Grammar class of 24 prospective English as a Second Language (ESL)/(L2) teachers in a Philippine Higher Education Institution. The majority of the research that has been done on L1 usage in language classes is oriented on teachers' opinions, with little attention paid to students' viewpoints directly or in-depth. This study aimed to highlight this disparity and stimulate more investigation into students' views on L1 usage in an English course. This study used a sequential explanatory mixed-method research design, utilizing observation and semi-structured interviews to gather necessary data during the second semester of school year 2023-2024. The study revealed that most participants used their L1 during their Teaching Grammar class. Using their L1 to communicate complex data helps them engage more deeply with the topic. However, it hinders the growth of English as the academic language. Anxiety and limited vocabulary were the factors unveiled. Anxiety may have been induced by past experiences, societal expectations, or academic constraints. Moreover, the participants frequently code-switch since they lack vocabulary. This suggests the need for vocabulary-building strategies. Hence, the findings highlight the need for targeted strategies to support students in their language learning journey. School administrators may provide facilities or learning resources for curriculum implementers to include in languageacquisition activities. Future researchers may delve into action research by using strategy and intervention materials.
Students perspectives on the use of L1 in English Classrooms
The current study looks into the reasons and perspectives students have about the use of their first language in English classrooms. It analyzes their opinions on different issues connected to first language use. The analysis for this paper was conducted on data from an online survey and follow-up interviews based on 51 total participants. The results showed that students used their first language for a variety of reasons. The amount of first language used also differed. The results also showed that patterns emerged when considering the participants’ language backgrounds, age, and the English language proficiency level. The results of this study will help teachers and students understand the reasons students have for using their first language in English classrooms. By knowing these reasons, students may be able to eliminate them and eventually improve the English language learning process. Teachers can also use the results to modify their classroom management to reduce the amount and frequency for first language use. To sum up, the research showed that students have a variety of reasons for and opinions about why they use theirfirst language in their English classrooms, and that usage may be affected by a number of variables that need further research and study.
Variations of L1 use in the English Language Class
GEMA Online® Journal of Language Studies, 2018
The use of the first language (L1) has been a debatable topic in the area of English language teaching. In Malaysia, the emphasis on the 'English only' approach in English language classes is still a common belief among many Malaysian ESL teachers. However, the reality is that this does not happen completely among local university students, especially in speaking skill. Thus, this paper aims to investigate the variations of L1 use, in this case Bahasa Malaysia (BM), in an English language class among university students. The study employs a qualitative approach, in which 14 participants were observed. Data gathered were analysed thematically. The findings show that generally, L1 is used by the participants for purposes reported in the literature. However, four main purposes are emphasized-task management, interpersonal use, language and content management. However, there are variations of L1 use in each category. The result provides clear justification for the need of the L1 use among university students, especially for speaking skill and that its can help build learners' confidence in improving their L2. Pedagogically, teachers need to consider learners' linguistic and cultural background in task design and allow L1 use when necessary. Without L1 use, English language learning can be discouraging for learners as it may lead to incomprehensible input. Thus, teachers have an important responsibility to design materials based on different background of learners, and be prepared for use of L1 especially among low proficiency L2 learners.
EVALUATING THE USE OF L1 IN ENGLISH LANGUAGE CLASSES
The debate over whether English Language classrooms should include or exclude students' native language has been a contentious issue for a long time (Brown, 2000, p195),but the research findings have not been completely enticing in any case yet.The aim of this paper is to identify whether the use of L1 in English Language classes hinders or facilitaties in language acqusition.The study will be conducted at Pamukpınar High School,Selçuk Anatolian High School and Sivas High School with the participation of 230 students.Data will be collected through a questionnaire and interview.In interview part, twenty students will be selected randomly for participation in the interviews get a more detailed information about what they think about the use of L1 in their English classrooms.Firstly,the advantages and disadvantages of the use of L1 in English Language classes will be examined by considering the other studies.Afterwards,determined class will be applied a questionnaire and interviews.We expect that the analysis of the quantitative data will reveal that the use of L1 in English Language classes will have weighted advantages. Key Terms : Using L1 in English Language classes,advantages and disadvantages of using L1,language acqusition
The Use of L1 in the Process of Teaching English The Use of L1 in the Process of Teaching English
This article explores the use of the mother tongue in the process of teaching and learning English at lower-secondary and upper-secondary school levels in Slovakia. The main aim of this paper is to ascertain to what extent and in which instances L1 is used, and how EFL teachers react when they hear L1 in their classes. The first part of the article discusses the arguments for and against the use of L1 in the process of teaching English as a foreign language, along with its main advantages and disadvantages. The second part interprets the data obtained by observation, which seem to indicate that the native tongue is always present at the lessons-to a greater degree at lower-secondary school levels, and to a lesser degree at upper-secondary school levels. The study also emphasizes the importance of establishing the rules for using L1 in EFL classes as this appears to be an important and yet neglected aspect of EFL teaching.
The Use of L1 in the Process of Teaching English
2016
This article explores the use of the mother tongue in the process of teaching and learning English at lower-secondary and upper-secondary school levels in Slovakia. The main aim of this paper is to ascertain to what extent and in which instances L1 is used, and how EFL teachers react when they hear L1 in their classes. The first part of the article discusses the arguments for and against the use of L1 in the process of teaching English as a foreign language, along with its main advantages and disadvantages. The second part interprets the data obtained by observation, which seem to indicate that the native tongue is always present at the lessons-to a greater degree at lower-secondary school levels, and to a lesser degree at upper-secondary school levels. The study also emphasizes the importance of establishing the rules for using L1 in EFL classes as this appears to be an important and yet neglected aspect of EFL teaching.
English as a Foreign Language International Journal, 2022
The concern of this descriptive survey research was to exploratory Teachers' Beliefs and purposes of L1 use and Its Effects on Students' Oral English Improvement in Selected Primary Schools. To collect the data, classroom observation and interview were used. The classroom observation data were collected through checklist and the results were counted and recorded as Afan Oromo (L1) and English utterances of teachers and then changed into frequency and percentages. Similarly, the interview was presented to eight teachers and the data were recorded, transcribed, and then thematically analyzed. The findings revealed that the participant EFL teachers have favorable beliefs about use of L1 in EFL classes. However, they used more L1utterances than English utterances. For example, they made 1152 utterances among which 564/1152=49% were L1 and 588/1152=51% were English utterances. That means participant teachers used almost the same amount of L1 and English which implies that teachers over used L1 which has a negative effect on students' oral English improvement. Therefore, teachers are recommended to be good models for their students by practicing more TL than L1 to improve their students' oral English.
Students' Attitude and Perceived Needs towards the use of L1 in English Classes
Global Language Review, 2022
The purpose of this study is to investigate learners' perspectives on language of teaching in English classrooms at the University of AJK, Jhelum valley campus. It is an attempt to ascertain the learners' perceptions about the need of first language (L1) in classrooms. The research study was designed to be a case study in which quantitative data gathering methods were used. The participants were 98 students randomly selected from the English department except first semester. A learners’ questionnaire was used to gather information.The outcomes of study have revealed learners supported the use of Urdu in English classrooms. Students thought that Urdu could be used often in English classrooms.
An Investigation into the Teachers’ Use of L1 in EFL Classes
Shanlax International Journal of Education, 2021
In many countries where English is used as a second or foreign language (ESL/EFL), the classroom is the main context for students’ exposure to the target language (L2); however, English teachers have a tendency to use the mother tongue (L1) excessively. As a result, the appropriate use of L1 in language classrooms remains as a major problem. This study investigates Turkish EFL teachers’ perspectives on the use of L1, and functions that the teachers’ use of L1 serves in foreign language classrooms. Mixed method research design was adopted using a questionnaire and semistructured interviews. English teachers (n=43) responded to the Use of L1 Questionnaire and semistructured interviews were held with eight volunteer teachers working in Beyza private schools in a province in Turkey. Quantitative data from the Likert scale questionnaire items was analysed using descriptive statistics to reveal frequency, mean and standard deviation scores, and inductive content analysis was applied for t...