Students’ Perceptions of L1 Use in Online EFL Classes －A Case Study of Beginner-Level Korean College Students
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The purpose of this case study is to investigate Korean college students’ perceptions about the use of L1 in a general English class conducted entirely online amid the COVID-19 pandemic situation. More specifically, the current study aims to better understand the perceptions students held about the language choices made by the instructor, including the advantages and/or disadvantages of using L1, as well as their perceptions on how the use of L1 should be implemented in the online EFL class. The language choices engineered by the instructor for this class were designated into three forms; English and Korean pre-recorded video lectures, English-only Zoom classes, and Korean-only feedback via Zoom and email. The main source of data was a survey questionnaire consisting of multiple choice questions, the Likert-scale, and open-ended questions. A total of 69 mostly first-year college students taking the course during the fall semester of 2021 responded. Descriptive statistics were used to analyze responses to the multiple-choice questions and the Likert scale ratings. Responses to open-ended questions were analyzed using the content analysis method. Analysis of data showed that students hold a prevailingly positive view of L1 inclusion in the online English classroom for academic, managerial, and affective purposes. Students believed that the use of Korean was especially helpful for managerial and academic purposes, for it assisted them in developing a strong understanding of the content delivered and in following the flow of the online lectures. Students also showed a strong desire to include Korean for affective purposes, such as to help ease anxiety and to help them cope with low confidence due to their feelings of possessing inadequate language skills to clearly articulate themselves in English. In regard to the social benefits of L1, students also viewed this positively. However, views were not as high as shown in the other cases of the benefits they perceived, likely due to the complexity of online social interactions. To the question about what languages should be utilized as mediums of instruction in the online English class, the students commonly agreed that English should be the primary language, but that L1 should be allowed to be used to some extent. Their reasons for needing L1 particularly in the online English learning environment were also discussed, some of which were the lack of nonverbal cues to understand the instructor’s lectures and the absence of immediate help when faced with difficulties. The results of this study indicate that L1 certainly holds a positive role in the minds of beginner-level EFL students. The findings also suggest that inclusion of L1, when used prudently, can act as a valuable scaffolding tool to help beginner-level students achieve the goals of the class in an online setting.
Abstract
The purpose of this case study is to investigate Korean college students’ perceptions about the use of L1 in a general English class conducted entirely online amid the COVID-19 pandemic situation. More specifically, the current study aims to better understand the perceptions students held about the language choices made by the instructor, including the advantages and/or disadvantages of using L1, as well as their perceptions on how the use of L1 should be implemented in the online EFL class. The language choices engineered by the instructor for this class were designated into three forms; English and Korean pre-recorded video lectures, English-only Zoom classes, and Korean-only feedback via Zoom and email. The main source of data was a survey questionnaire consisting of multiple choice questions, the Likert-scale, and open-ended questions. A total of 69 mostly first-year college students taking the course during the fall semester of 2021 responded. Descriptive statistics were used to analyze responses to the multiple-choice questions and the Likert scale ratings. Responses to open-ended questions were analyzed using the content analysis method. Analysis of data showed that students hold a prevailingly positive view of L1 inclusion in the online English classroom for academic, managerial, and affective purposes. Students believed that the use of Korean was especially helpful for managerial and academic purposes, for it assisted them in developing a strong understanding of the content delivered and in following the flow of the online lectures. Students also showed a strong desire to include Korean for affective purposes, such as to help ease anxiety and to help them cope with low confidence due to their feelings of possessing inadequate language skills to clearly articulate themselves in English. In regard to the social benefits of L1, students also viewed this positively. However, views were not as high as shown in the other cases of the benefits they perceived, likely due to the complexity of online social interactions. To the question about what languages should be utilized as mediums of instruction in the online English class, the students commonly agreed that English should be the primary language, but that L1 should be allowed to be used to some extent. Their reasons for needing L1 particularly in the online English learning environment were also discussed, some of which were the lack of nonverbal cues to understand the instructor’s lectures and the absence of immediate help when faced with difficulties. The results of this study indicate that L1 certainly holds a positive role in the minds of beginner-level EFL students. The findings also suggest that inclusion of L1, when used prudently, can act as a valuable scaffolding tool to help beginner-level students achieve the goals of the class in an online setting.
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