Abstract

While some researchers claim that the use of the first language (L1) in second language (L2) classrooms should be discouraged since they say that success in learning an L2 is heavily determined by the maximum exposure to it, but others argue that the use of L1 is beneficial particularly in EFL classrooms. This study was conducted to investigate the beliefs of EFL language teachers in using L1 in the English classroom with the hope of providing new insight and evidence for the abovementioned theories on L1 use in L2 classrooms. A modified 5-Likert scale questionnaire and individual follow-up interview were used to collect the data. The participants were 47 foreign teachers teaching in a Thai EFL context. The data obtained using mixed-method study design revealed that the majority of teacher-participants felt that judicious use of L1 in the English classroom is useful for learners. The reported benefits of using L1 in L2 classrooms included improving the classroom environment, improving the outcome of vocabulary and grammar knowledge, a deeper understanding of the lesson, and bringing the positive relationship between teachers and students. However, a few participants argued that the use of L1 in L2 classrooms should be discouraged since it lessens the students’ opportunities to listen and speak the target language.