Abstract

International English instructors play a crucial role in promoting students' acquisition of the English language in several countries. A recurring debate centers around the appropriateness of incorporating students' native language into English as a Foreign Language (EFL) classrooms. This research explores the perspectives of international EFL teachers on the use of students' native language during instructional sessions. The study used a mixed-methods approach, gathering both quantitative and qualitative data to provide a comprehensive understanding of teachers' views. Thirty international EFL teachers participated by completing a web-based survey that included both closed and open-ended questions, capturing a range of quantitative and qualitative insights. The quantitative findings indicate that, overall, participants expressed relatively low-level perceptions regarding the significance of utilizing the Thai language in the classroom. In addition, analysis based on gender and length of stay revealed no significant differences in perceptions. However, a noteworthy distinction emerged concerning Thai proficiency skills. Those with fair proficiency in Thai exhibited more positive perceptions of integrating students’ native language in instruction compared to their counterparts with limited proficiency. Qualitative data mirrored these trends and highlighted the benefits and drawbacks of Thai integration in English classrooms. The study triangulation concludes by emphasizing the importance of maximizing positive outcomes and minimizing drawbacks through tailored professional development, refined language education policies, and guidelines for judicious native language integration.