The students’ perceptions of the use of L1 in EFL classes: A Private Anatolian High School Sample
Abstract
  The current study aims to demonstrate a Private Anatolian High School students’ tendencies towards the issue of mother tongue (L1) use in English as a foreign language (EFL) classes. The study was conducted in the 2016-2017 academic year. The data were collected through the questionnaire developed by Prodromou (2002). 96 Private Anatolian High School students participated in the study. The motive for investigating this subject lies within the fact that using translation or code switching has been a subject of debate throughout the language history. Although some studies assert the idea that the use of the mother tongue (L1) should be forbidden in classes due to the conflicts in students’ minds especially when they are thinking a word’s equal meaning in their L1, others claim that the use of learners’ mother tongue in English as a foreign language (EFL) classes can sometimes be helpful for the learning process Nowadays, researchers highlight that the importance of English-only attitudes has been declining. In the light of these views, a descriptive study was conducted to bring about the students’ perceptions of L1 use while learning English in EFL classes. Findings revealed that, in parallel with most studies on this issue, students seemed willing to use their mother tongue.
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