Functions of L1 Use in the L2 Classes: Jordanian EFL Teachers’ Perspectives

Muath Algazo


This qualitative study investigated teachers’ perspectives on the functions of first language (L1) use in the second language (L2) classroom. Data were collected from seven Jordanian English as foreign language (EFL) teachers, where each teacher participated in one classroom observation and two rounds of interviews, one pre-observation and one post-observation. Interviews were transcribed and coded for recurrent themes. Thematic analysis identified six functions of L1 use that teachers used to enhance teaching and learning: translating, explaining metalinguistic information, overcoming teaching challenges, giving instructions, improving motivation, and avoiding words in the L2 that sound taboo in the L1. This research contributes to a more complex picture of L2 teaching in Jordan and potentially other similar EFL settings. The findings could also guide L2 academics, policymakers, and practitioners in better understanding the role of the L1 in the L2 classroom, particularly in foreign language (FL) contexts.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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