Learner Perceptions of L1 Use in EFL Settings: Strategic Insights from a Korean University Study
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This study investigated perceptions of Korean EFL learners regarding the use of their L1 in EFL classrooms to understand how L1 use was perceived across different proficiency levels and instructional contexts. The aim was to contribute to the understanding of strategic L1 use as a tool for L2 learning. Surveys of novice and intermediate learners were employed to gather data. The findings revealed that learners generally viewed L1 as beneficial, particularly for complex grammatical structures and vocabulary. However, it was perceived as least necessary in assessment situations. The results highlight the importance of strategic L1 use, indicating that it can facilitate comprehension and reduce cognitive load when appropriately integrated into classroom activities. To achieve this, a balanced approach is necessary, with L1 use strategically reduced during interactive and immersive activities to maximize L2 exposure. Additionally, a preference for L1 use by instructors over learners themselves was noted, emphasizing the importance of teacher guidance in effective use of L1 to enhance learning outcomes. These insights, supported by the translanguaging theory, promote a more holistic and inclusive approach to EFL instruction. This study also underscores the need for further research to explore long-term impacts of strategic L1 use on language proficiency.
Abstract
This study investigated perceptions of Korean EFL learners regarding the use of their L1 in EFL classrooms to understand how L1 use was perceived across different proficiency levels and instructional contexts. The aim was to contribute to the understanding of strategic L1 use as a tool for L2 learning. Surveys of novice and intermediate learners were employed to gather data. The findings revealed that learners generally viewed L1 as beneficial, particularly for complex grammatical structures and vocabulary. However, it was perceived as least necessary in assessment situations. The results highlight the importance of strategic L1 use, indicating that it can facilitate comprehension and reduce cognitive load when appropriately integrated into classroom activities. To achieve this, a balanced approach is necessary, with L1 use strategically reduced during interactive and immersive activities to maximize L2 exposure. Additionally, a preference for L1 use by instructors over learners themselves was noted, emphasizing the importance of teacher guidance in effective use of L1 to enhance learning outcomes. These insights, supported by the translanguaging theory, promote a more holistic and inclusive approach to EFL instruction. This study also underscores the need for further research to explore long-term impacts of strategic L1 use on language proficiency.
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