1 research outputs found
EFL Learners’ Attitudes Towards the Use of L1 in EFL Classrooms
No full textThe role of the first language in foreign language classrooms remains a contested issue in language pedagogy. While theoretical frameworks often discourage L1 use, growing empirical evidence points to its potential instructional value. This study explores Afghan English as a Foreign Language (EFL) students’ attitudes toward the use of L1 in English language instruction at Kandahar University. A quantitative research design was employed, involving a questionnaire administered to 208 undergraduate EFL students. The results indicate that students generally hold favorable attitudes toward the strategic use of L1 in the classroom. They perceive it as particularly helpful in facilitating the understanding of complex grammatical structures, unfamiliar vocabulary, and abstract concepts. Nonetheless, students also acknowledge that excessive reliance on L1 may hinder target language learning. Furthermore, the findings highlight that L1 use contributes to reducing students’ anxiety and fosters a more supportive learning environment, especially for lower proficiency students. Interestingly, the study found a declining preference for L1 use as students improve through academic levels from freshman to junior year. The one-way ANOVA results confirm significant differences among these groups, suggesting that as proficiency develops, students gradually shift toward English-only policy. These findings offer valuable insights for language instructors, curriculum designers, and higher education policymakers. They emphasize the importance of adopting balanced, context sensitive pedagogical strategies that integrate L1 judiciously to enhance comprehension while maintaining adequate exposure to the target language
