When and Why EFL Teachers Use L1?
Keywords:
L1 use, University and EFL, attitudes towards L1 use, Chinese EFL learnersAbstract
The study examined how, in what situations and why teachers
used students’ L1 in EFL classes. EFL students and teachers from two
universities in Mainland China were involved in this study as the
participants. The study employed a mixed methods research design,
both qualitative and quantitative data were collected. The data provide
evidence that EFL teachers believed in the importance of incorporating
L1 in EFL teaching because of the insufficient class time for EFL teaching
and learning in university classes. The EFL teachers believed that their
low competence in mastering the English language hindered their EFL
teaching abilities, and the university students had limited English
language experiences because of the textbook-driven teaching content of
EFL classes. The data provide important results related to the
implementation of change practices for the teaching of EFL.
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