When and Why EFL Teachers Use L1?

Abstract

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.