Using L1 in the teaching of English as a foreign language

Authors

  • Jalaluddin Jalaluddin

DOI:

https://doi.org/10.51773/ajeb.v2i1.140

Keywords:

English Teaching, EFL, Mother Tongue, TEFL.

Abstract

The recent discussion of the use of L1 in teaching English as a foreign language (EFL) has now focused on how to use the L1 effectively. Most researchers and advocates agree that L1 use is inevitable because it is a natural part of language teaching activities. Although many have suggested that language educators should be able to use L1 in the classroom wisely and judiciously, not many researchers have done investigated the ideal way to use L1. Employing a qualitative approach, this research focuses on investigating the factors encouraging three English lecturers to use L1 during their teaching activities in an Indonesian university. A semi-structured interview was employed to collect the data and, then, the data was analyzed using the narrative analysis approach. The findings reveal that the three English lecturers use L1 in their teaching activities in the classroom depending on some basic factors. The factors encompass the students’ mood, English proficiency level of the students, level of subject difficulty, students’ motivation, and classroom atmosphere. The result of the study challenges the advocates who support the use of full English instruction in the classroom activity to reconsider their theory. It is suggested that a future study should be conducted in the same field by involving a bigger number of participants from different universities and employing more than one data collection method. In addition, a future investigation about the effect of L1 use on the students’ achievement is also worth conducting.

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Published

2022-04-28

How to Cite

Jalaluddin, J. (2022). Using L1 in the teaching of English as a foreign language. AMCA Journal of Education and Behavioral Change, 2(1), 22–27. https://doi.org/10.51773/ajeb.v2i1.140