Clarification of practice and reasons for L1 usage in EFL classes

A number of studies have been carried out in various EFL contexts around the world, which have explored the roles and functions of L1 in L2 classrooms (Al-Nofie, 2010; Cameron, 2001; Cook, 2005; Nation, 2001; Song, 2009; Tang, 2002). In the following section, some of the practical studies of using L1 in EFL classrooms are reviewed. It is significant to note that it is quite difficult to classify the functions of each teacher and learner’s use of L1 because it is hard to find a specific reason for each use. In this regard, Ferguson (2009) argued that,

“…switches between L1 and L2 are very often multifunctional, the implication being that it is therefore difficult to allocate a discrete determinate meaning to every switch. An issue here also, given the luxuriance of functions identified, is the absence of any agreed taxonomy of pedagogic functions, one reason being that, given the almost unlimited local meanings generated by code juxtaposition in discourse, any such taxonomy would be open-ended” (p.131).

Motivation types in learning a foreign language (L2)

Intrinsic Motivation Integrative Motivation Instrumental Motivation Extrinsic Motivation

A student learns a language without any external encouragement (reward)

Students learn a language due to a positive feeling towards the L2 speakers and wishing to integrate into the L2 community

Students learn a language with a more practical purpose, such as applying for a well-paid job or achieving higher social status

Students learn a language, as they believe that involvement will result in enjoyable consequences, such as reward

In EFL classrooms, teachers may resort to L1 for many pedagogical purposes, and Ferguson (2009) highlighted that occasional use of L1 served many teaching and learning functions related to pedagogical purpose and classroom management. In this regard, Sali (2014) surveyed the purposes of teachers’ practice of L1 in three Turkish EFL classrooms using observations and interviews. The results showed three primary functions of L1 used by teachers: first, pedagogical purposes related to communicating the academic content; second, management purposes to set classroom proceedings and interactions efficiently; and finally, cultural or social purposes to build up a rapport. This matches Edstrom’s’ (2006) study who stated that using L1 could be done in three main situations. First, L1 may apply to expressing feelings and building up relationships with learners. Second, using L1 may help learners to comprehend target cultures and to describe any connection between language and realities it presents. Finally, L1 use may be valuable in classroom management.

In a similar vein, Song and Andrew (2009) conducted a research in a Chinese context to examine teachers’ opinions of the role of L1 in L2 teaching and learning. They adopted interviews and observations as collection tools. Their findings show that all teacher participants resorted to Chinese (L1) in different situations. Additionally, the core purposes of L1 in the observed classes were: explaining language aspects in each paragraph, defining the vocabularies’ meanings, and understanding the structure or grammar. The aspects that influenced EFL teachers’ practice of L1 were teachers’ L2 capability, learners’ receptivity and time limitations.

Still, researchers’ interpretations about the suitability of different usages of L1 in L2 classes are diverse. For instance, Cook (2001) proposed two situations where the EFL teachers could use the L1 wisely. First, to express meaning, containing testing the words meaning or sentences and clarifying grammar. Second, to organise classrooms including forming exercise, communicating with separate learners and keeping discipline, He stated that the L1 might be used when “the cost of the L2 is too great” (p. 418). Similarly, Turnbull and Arnett (2002) claimed that the L1 was appreciated when used as a means of increasing the contribution to help students understand, for example, when checking understanding, emphasising important thoughts and opinions, or related terminology, and drawing students’ consideration to what they previously know. According to Cook (2001b), teachers use their L1:

“To offer a short-cut for giving commands and clarifications, to build up interlinked L1 and L2 understanding in the learners' minds, to carry out learning task through

cooperative discussion with clasmate learners and to develop L2 events such as code- switching for later real-life use” (p. 418).

Another study was done by Pei-Shi (2012) in a Taiwanese context and identified that the functions of L1 use were recognised by learners as clarifying compound grammar rubrics and complex ideas and defining new vocabulary words. The learners responded that using L1 in EFL class assisted them to comprehend complex concepts and it decreased anxiety. Moreover, the teachers felt they needed to use L1 in classrooms as they claimed that L1 was useful in their teaching, particularly to define and explain unfamiliar concepts.

Learners’ L2 proficiency levels seem to be one of the important reasons for EFL teachers’ use of L1 as shown in some studies. For example, Macaro (2000) found that the most important variables in teachers’ attitudes to L1 use is the ability of learners. He claimed that low proficient learners generally refuse the exclusive use of L1 in their EFL classrooms. Correspondingly, Lo (2015) investigated the role of L1 in an EFL context in Hong Kong. He concluded that teachers’ usage of L1 when teaching L2 varied depending on the students’ levels of proficiency. In other words, teachers used more L1 when dealing with students who were less proficient in the L2 than when dealing with learners who were more proficient. For the less proficient learners, L1 was used to develop learners’ metalinguistic awareness, to deal with learners, and to clarify the context content. This is in line with a study conducted by Pablo and et al (2011), who found that teachers believed that the frequency of their L1 practice varied according to the learners` levels of proficiency. They claimed that at foundation levels L1 (Spanish) was needed more, while at higher levels less use of the L1 was required.

Al-Nofaie (2010) also examined teachers and learners’ perspectives to applying the Arabic language in EFL classes in Saudi Arabia. She concluded that EFL teachers and students had optimistic attitudes towards using Arabic in EFL classrooms. Teachers tended to adopt the Arabic language with beginners for giving examination instructions, translating new vocabulary, and clarifying grammar rules. Regarding learners' perspectives towards the use of Arabic in their EFL classrooms, the consequences revealed that most were in favour of its use as it provided relax, although they believed that Arabic use should be minimised and only used in particular class situations.

Another common function of L1 use is to give instructions, and a number of research support using L1 in giving instructions for different purposes. For example, Cook (2008) indicated that using L1 in giving instructions is helpful. Similarly, a study conducted by Macaro

(2001) revealed that L1 could be applied for “giving procedural instructions” (p. 69). Additionally, Cameron (2001) stated that some guidelines and instructions might be more complicated than activities, so using L1 is reasonable in such cases.

Another significant purpose for using L1 in L2 classes is to save time. In this regard, Turnbull (2001) claimed: “I know from my personal experience that it is tempting to use the L1 to save time” (p. 536). Wharton (2007) indeed defined L1 as a “time-saving device” (p. 12). Similarly, Shimizu (2006) reported that “time-saving” is one of the principle arguments that researchers have identified about using L1 (p. 77).

Achieving natural communication between teachers and their students and between students themselves seems to be another important reason for applying L1 in EFL classrooms. According to Nation (2003), it is easier and more communicative to apply L1 in EFL classes in order to assist interaction and communication between teachers and learners. He reported that learners who discussed L2 tasks using their L1 succeeded more than those who used only L2 in their discussions. In line with the study by Nation (2003), Miles (2004) stressed that L1 might be used in EFL classrooms to break any barriers between teachers and students.

Moreover, L1 is a useful tool to give feedback and clarify meanings. According to Bouangeune (2009), L1 use to give feedback to students supports understanding. When teachers are convinced that students have comprehended what is presented to them, they go on teaching. If teachers feel that comprehension has not happened, they will have to modify their teaching plans. Additionally, Cook (2008) argued that giving feedback in L1 was more real and more satisfactory to learners.

In addition to the above L1 use situations, Cook (2008) highlighted some other L1 applications in EFL classrooms: “highlighting particular information, switching to a topic suitable for one language, changing the speaker’s role, qualifying the topic, reporting someone else’s speech and for interjecting” (p. 176). In another study by Copland and Neokleous (2011), their findings indicated that L1 was helpful in positions such as question and answer, markers, giving suggestions and thoughts” (p. 171). Jadallah and Hasan (2011) have emphasised the following practices of L1 use in EFL classes:

 “L1 helps learners to be stress-free and gives a sense of security

 L1 utilisation protects students from feeling frustrated during L2 class time

 L1 allows teachers to make use of more reliable texts, which consequently provide understandable input and faster L2 achievement

 L1 is beneficial to maintain communication in L2 classrooms where learners express their ideas in both languages” (p. 6).

2.3 Arguments for and against L1 use in EFL classrooms