Teachers ' opinions on the use of L1 in EFL classes

İnal, Sevim; Turhanli, Irmak

doi:10.17263/jlls.631526

Cited by 12 publications

(14 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may imply that the use of teachers' code-switching varies according to the situation. Similar results were also reported by (Acar, 2020;Inal & Turhanlı, 2019;Nguyen &Vu, 2019;Tan & Low, 2017).…”

Section: Literature Reviewsupporting

confidence: 88%

“…The four teachers accepted the fact that code-switching should be used for three major functions: academic, classroom management and social functions. Studies carried out by (Acar, 2020;Debreli, 2016;Inal & Turhanlı, 2019;Kaymakamoğlu & Yıltanlılar, 2019;Ngoc & Yen, 2018;Nguyen & Vu, 2019) disclose similar results. For instance, Ngoc and Yen (2018) found that teachers tended to code-switch when they explain grammar and vocabulary, give instructions, discipline students and inject humour.…”

Section: Discussionmentioning

confidence: 61%

See 1 more Smart Citation

Teachers’ Attitudes Towards Code-Switching in Ethiopian Efl Classrooms

Tamene

Desalegn

2022

LLT Journal

View full text Add to dashboard Cite

Code-switching or the use of L1 in teaching English is a pervasive and inevitable phenomenon in Ethiopia where teachers and students who own the same first language. Nevertheless, researches carried out on the teachers’ attitudes to pedagogical code-switching in Ethiopian context are scarce. This study, therefore, was designed to explore the attitudes of EFL teachers towards code-switching and seek their views on why code-switching should be used in English classrooms. This study employed a qualitative case study design where data were gathered through semi-structured interviews with five English teachers who were purposely selected from two secondary schools. The results revealed that the four teachers supported code-switching whereas one of the teachers had a different stance. All five teachers believed that code-switching should be used in a limited, selective, and purposeful way only when necessary. Furthermore, the results generally indicated that teachers had positive attitudes towards code-switching regarding academic, classroom management and socializing purposes although they had different stands on the specific functions of code-switching. Based on the results, it is possible to suggest that as code-switching is part and parcel of classroom discourse, teacher training programs should incorporate it as an effective instructional strategy.

show abstract

Section: Literature Reviewsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 61%

Teachers’ Attitudes Towards Code-Switching in Ethiopian Efl Classrooms

Tamene

Desalegn

2022

LLT Journal

View full text Add to dashboard Cite

show abstract

“…It is found from the data that using L1 helps students understanding the material. It is in line with Debreli and Oyman (2016), Tajgozari (2017), andInal andTurhanli (2019), Surjowati and Siswahjudioko (2020), who find in their research that the application of the first language in the classroom has helped the lower level of L2 proficiency students to be able to understand the material taught (Tasçi & Ataç, 2020). Then, the data also show that the use of L1 in English class helps the students understand the material better.…”

Section: N P R E S Ssupporting

confidence: 66%

English Language Teachers’ Perspective of Using L1 in TEFL Class

Perdani

2021

Lingua Cultura

View full text Add to dashboard Cite

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

show abstract

“…Lastly, tertiary level EFL students favor the inclusion of L1 due to feeling comfortable, at ease, and less stressed (Debreli & Oyman, 2016). Besides, tertiary level teachers also regard L1 as a facilitating function as they think it can be used for lower-level students for various purposes including teaching grammar, explaining differences between L1 and L2, or solving disciplinary problems (İnal & Turhanlı, 2019).…”

Section: Literature Review: Understanding L1 In Teaching Englishmentioning

confidence: 99%

Integrating L1 into Grammar Teaching as a Remedy for Learners’ Unresponsiveness in an ESP Classroom: An Action Research

Çelik

2022

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

In this study, the researcher had a group of unresponsive learners taking a year-long English for Specific Purposes (ESP) course in Banking and Finance Department. After the detection of the problem, unresponsiveness, one-on-one semi-structured interviews were conducted with the learners (N=8) to find the reasons of it, and what they needed accordingly. Data analysis showed they majorly needed Turkish- (L1), which was restricted to the teaching of grammar as they found most beneficial to their learning. Thus, use of L1 for explicit grammar teaching which proceeded schema building plus implicit inferring was examined to see if and how it remedied their unresponsiveness. Systematic data collection included the learners’ end-of-course written reflections (N=40) and another round of one-on-one semi-structured interviews (N=7) to further elicit their views about teaching grammar through L1. The results revealed positive evaluations regarding the benefits of L1 upon more and better input comprehension, vocabulary and grammatical knowledge development, and awareness regarding language learning. They also reported feeling less anxious and stressed, which encouraged their willingness to communicate and participate. Thus, the results verify judicious role of L1 as a scaffold to decrease affective barriers and increase comprehension in language learning.

show abstract

Teachers ' opinions on the use of L1 in EFL classes

Cited by 12 publications

References 8 publications

Teachers’ Attitudes Towards Code-Switching in Ethiopian Efl Classrooms

Teachers’ Attitudes Towards Code-Switching in Ethiopian Efl Classrooms

English Language Teachers’ Perspective of Using L1 in TEFL Class

Integrating L1 into Grammar Teaching as a Remedy for Learners’ Unresponsiveness in an ESP Classroom: An Action Research

Contact Info

Product

Resources

About