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Investigating the Role of Iranian EFL Learners’ L2 Proficiency in Their Attitudes Toward the Use of L1 in Institutional Contexts: A Mixed Methods Study | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 11، شماره 1 - شماره پیاپی 21، تیر 2023، صفحه 9-31 اصل مقاله (574.56 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2023.28007.1466 | ||
| نویسندگان | ||
| Sasan Baleghizadeh* 1؛ Hamidreza Zakervafaei2 | ||
| 1Associate Professor of TEFL, Department of English Language & Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University, Tehran, Iran, https://orcid.org/0000-0002-2290-8322 | ||
| 2MA in TEFL, Shahid Beheshti University, Tehran, Iran | ||
| چکیده | ||
| Given the long-lasting debates over L1 use in language teaching and learning, this study adopted a mixed methods design to investigate the role of Iranian EFL learners’ L2 proficiency in their attitudes toward using L1. A questionnaire originally developed by Scheffler et al. (2017) was modified and distributed among 180 elementary, intermediate, and advanced learners in four private language institutes in Karaj, Iran. Semi-structured interviews were also conducted with 18 participants to support and supplement the findings of the quantitative phase. Quantitative data were analyzed using SPSS and the interviews were transcribed to find common themes. Quantitative data showed that the elementary learners held positive attitudes toward L1 use, while the intermediate and advanced learners held negative attitudes. It was also revealed that the elementary learners held positive attitudes toward all functions of L1 use. The intermediate learners held positive attitudes toward using L1 only for vocabulary and grammar points, while advanced learners held negative attitudes toward all dimensions of L1 use. The findings are likely to help EFL teachers to hear learners’ voices and decide when and at which level it is appropriate to use or limit L1. | ||
| کلیدواژهها | ||
| EFL learners؛ proficiency؛ attitude؛ first language | ||
| مراجع | ||
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