The study aims to explore how learners' first language (L1) can be effectively applied in EFL classes to teach meaning while minimizing L1's potential negative impact. The research primarily employed qualitative methods, including semi-structured interviews with language teaching lecturers and professors, complemented by a survey of first-year students. The study found that while there are both positive and negative opinions about using L1 in teaching meaning, the positive opinions significantly outnumber the negative ones. The study concludes that L1 can be an effective tool for teaching meaning if used judiciously.
The use of learners' first language in language teaching has been controversial, often associated with outdated methods like Grammar-Translation. However, modern approaches like Principled Eclecticism recognize its potential usefulness. The study addresses how much L1 can be used in teaching meaning in EFL classes and explores faculty and student opinions on its effectiveness. This research is significant as it provides practical insights into the use of L1 in language teaching, which can enhance the effectiveness of EFL education.
The study was primarily qualitative, focusing on flexible and in-depth exploration of the subject. Participants included lecturers and professors from King Khalid University's Department of English, as well as first-year students. Data was collected through interviews, surveys, and general classroom observations to assess the effectiveness and impact of L1 use.
The study found that the use of L1 in teaching meaning was generally viewed positively, especially for lower-level students. It highlighted the importance of controlled and judicious use of L1 to avoid negative impacts on language learning. The study suggests that L1 can be a valuable tool in teaching meaning, particularly for abstract concepts and beginner levels, provided it is used strategically. However, excessive use of L1 can hinder the development of communicative skills in the target language and lead to dependency on L1.
The findings can inform teaching strategies that incorporate L1 to enhance comprehension and learning efficiency in EFL classes. Learners' first language can effectively aid in teaching meaning if its use is controlled to maintain a target language environment. Future studies could explore the impact of L1 use in different linguistic and cultural contexts to further validate these findings. This research is relevant as it provides insights into the practical application of L1 in EFL classrooms, offering strategies to enhance language teaching effectiveness while minimizing potential drawbacks.