Teachers' perspective on the influence of first language in the English as a second language classroom

Abstract

The use of the first language (L1) in the English as a Second Language (ESL) classroom is a frequently discussed topic. There are different perspectives regarding the use of L1, and the most common idea is that L1 should not be used in the ESL classroom. However, some learners encounter several issues in understanding the lesson when it is conducted without using L1. This study, therefore, aims to identify whether the use of L1 helps to improve the student's performance in the ESL classroom. The data of this study were gathered from 25 teachers who belong to a particular state university in Sri Lanka. The data collection was done based on a random basis. An online questionnaire and semi-structured interviews were conducted with ESL teachers. The study design is mixed-method. The study also employed data analysis techniques to systematically assess the impact of L1 usage on student performance in the ESL classroom. The results of the study revealed that the majority (72%) of the teachers have a positive approach toward using L1 in the ESL classroom. The teachers mentioned that the students who do not respond when the lesson is entirely delivered in the English language tend to ask questions when L1 is used. However, the teachers stated that they do not prefer to entirely use L1 but to use it only when it is necessary such as in clarifying complex content, providing instructions and feedback, explaining new vocabulary, etc. Yet, they like to support the students with the L1 whenever the students need their assistance in understanding the lesson which makes them more confident while learning English. In conclusion, it could be stated that the usage of L1 in the ESL classroom inspires the students to actively engage in the classroom as they feel more comfortable in learning.