Students' Attitudes Towards the Use of L1 in EFL Classrooms: ‎A Case Study at an English Language School in Iran

Mehdi Shariati

Abstract


Using L1 in English classes has always been the focus of a large number of researchers in the field of TEFL. However, no consensus has been seen among the authorities on using L1 in English classes. Therefore, this area is quite challenging and little research has been conducted so far in Iran, the present research seeks to find out the learners’ attitudes towards learners’ and teachers’ using L1 in English classes. Fifty language learners at elementary, intermediate and advanced levels in Gooyesh Language Institute, Aliabad Katoul, Golestan province, Iran, were selected as the participants. The participants were studying English at these levels at the institute. The sampling is stratified random because proficiency (three levels of elementary, intermediate, advanced) is a parameter of the population which is important from the point of research. The participants of the sample are male and female and fall into the range of 15-35 years age. The instrument used in the current study is a questionnaire that was used to find out learner’s attitude towards using L1 in EFL classes. The participants are given the questionnaire Learners’ Attitude towards Using L1 Questionnaire (LAULQ) which had been developed by the researcher to measure learner’s attitude toward their own using L1 and their teacher’s using L1. They were asked to answer the questionnaire and were informed about the aim of the research. To analyze questionnaire data, each item was discussed separately, and the frequency and percentage of each were reported. The results showed that learners use L1 to ask new points, to find correct English words and to explain grammar points for their classmates. In addition, from students' point of view, teachers use L1 to make students understand hard words or grammar, to translate difficult English words and to control the class. In addition, the findings showed that there is a negative relationship between learners’ proficiency level and their attitude toward using L1. The findings have some implications for teachers, material developers and English institutes policy makers.  


Keywords


using L1, learners’ attitude, EFL classroom

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References


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