Contribution of L1 in EFL Teaching

Usadiati, Wahjuningsih

doi:10.9744/kata.11.2.171-183

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…A growing body of research has examined these attitudes and how they are reflected in L1 use in the classroom (Hall and Cook, 2013). Studies have compared L1 attitudes and uses by both the teachers and learners (Hall and Cook, 2013; Leoanak and Amalo, 2018; Littlewood and Yu, 2011; Manara, 2007; Pasaribu, 2001; Storch and Wigglesworth, 2003; Usadiati, 2009; Yulia, 2013), primarily from the teacher’s perspective (Mohebbi and Alavi, 2014; Polio and Duff, 1994; Zacharias, 2004) or mainly from the learners’ viewpoint (Brooks-Lewis, 2009; Macaro, 2005; Scheffler et al., 2017). There is also an emerging body of international research that focusses on how student teachers approach L1 use (Hirsu and Zacharias, 2019) in specific contexts, including Japan (Miura, 2010; Turnbull, 2018), Turkey (Yildiz and Yesilyurt, 2016), and Israel (Orland-Barak and Yinon, 2005).…”

Section: Introductionmentioning

confidence: 99%

Avoiders and Embracers: Attitudes towards L1 Use by Indonesian EFL Student Teachers

Werang

Harrington

2020

RELC Journal

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This study compares the attitudes of Indonesian student teachers to the use of Bahasa Indonesia (BI) in primary and secondary school English classrooms to that of the instructors in their teacher training programmes. It also examines the metacognitive orientations the student teachers have towards its use in their future teaching. Questionnaire responses by student teachers finishing their final-year practicum (N=75) from seven university programmes showed two distinct attitude sets toward BI use. Approximately 40% were ‘Avoiders’ who intended to use BI never or only occasionally, while another 20% were ‘Embracers’ who intended to use it regularly or often. There was a demonstrable relationship between the intended use and the practice and attitudes of the instructors the students had in the teacher training programme. Avoiders were more likely to have programme teachers who avoided BI use, while Embracers were the opposite. The student teachers also displayed a strong sense of agency in approaching future BI use: Although more explicit attention to the topic in the teacher training curriculum was welcomed, the majority also felt confident they could deal on their own with the challenges presented by future BI use. Potential effects on responses of practicum class size and school level were examined, but neither was significant. An important finding from the study for teacher training programmes is the effect, intentional or incidental, that teacher educator behaviour may play in shaping student teacher attitudes.

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Section: Introductionmentioning

confidence: 99%

Avoiders and Embracers: Attitudes towards L1 Use by Indonesian EFL Student Teachers

Werang

Harrington

2020

RELC Journal

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“…According to Bruen and Kelly (2017), the use of L1 for explaining complex grammatical forms received good feedback from both teachers and students, with teachers seeing it as a "positive resource that can effectively assist the language learning process." Usadiati (2009) found that when Indonesian was utilized with English to explain present perfect tense norms and its impact on writing, there was a greater success rate of 80% as opposed to a 45% success rate. These research results from the literature demonstrate the value of L1 as a tool for enhancing grammar learning.…”

Section: Teaching Grammarmentioning

confidence: 99%

Untitled

2023

IJLER

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The aim of this study is to examine Turkish teachers' digital fluency skills and their attitudes towards distance education in terms of various variables. The population of the study, which was designed in the relational model, consists of secondary schools in Şahinbey, Şehitkamil and Nizip districts of Gaziantep province in 2022-2023, and the sample consists of 361 Turkish teachers selected by simple random sampling method among these secondary schools. In the analysis of the data, descriptive statistics of the variables were calculated and teachers' digital fluency skills and attitudes towards distance education were analysed according to gender, age, professional seniority and daily digital tool usage time variables. The results of the analyses showed that teachers' perceptions of digital fluency and attitudes towards distance education were partially at a high level. Teachers' digital fluency skills differ according to gender and age variables, while their attitudes towards distance education differ according to gender, age, professional seniority and daily digital tool usage time. There is a moderate positive relationship between digital fluency and attitude towards distance education. In addition, digital fluency skills are a significant predictor of teachers' attitudes towards distance education.

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“…NOVEMBER 2023E-ISSN. 2721 language in the classroom impacting in depriving students' chance in practice the oral skills (Sener and Korkut 2017) In the contrary some research revealed that the use if first language in proper portion can affecting on the improvement of students' achievement in writing sentences (Usadiati 2010) and leading students' achievement (Damra, Heba Mohammad, and Mahmoud Al Qudah 2012).…”

Section: The Use Of First Language In Foreign Language Classroommentioning

confidence: 99%

Teachers’ Perception on the Impact of Using First Language Towards English Classroom

Alfi

2023

JSI

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The investigation of teachers' viewpoints on non-native English-speaking students is the main topic of this study. Nevertheless, there is still uncertainty regarding the efficacy of implementing first language instruction in English classrooms. The purpose of this study is to better understand the viewpoints of instructors on the usage of native tongues in English classrooms. The research methodology included qualitative data collection, with the objective of acquiring a broad spectrum of information. The English teachers at Santi Witya Serong School in South Thailand are the study's participants. The findings shows that teacher was sometimes using Thai language as an instruction in English classroom but most of the instruction is on English as their targeted language. The results demonstrate that teachers noted that first language implementation increased students' desire to learn English, gave them a chance to better understand challenging concepts in the language, and inspired them to ask bold questions that clarify linguistic elements. In an English-speaking classroom, student interaction and communication can become quite difficult, particularly when there is a tendency for the students to have poor English language skills. Using the first language in the target language classroom can increase students' enthusiasm and eagerness to study regardless of their background level and can be seen as a sign of respect for those who still require help learning English. It is noteworthy that although having a classroom where all of the language used is English is good for the students, it is also vital to pay attention to the state of the students.

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Contribution of L1 in EFL Teaching

Cited by 4 publications

References 8 publications

Avoiders and Embracers: Attitudes towards L1 Use by Indonesian EFL Student Teachers

Avoiders and Embracers: Attitudes towards L1 Use by Indonesian EFL Student Teachers

Untitled

Teachers’ Perception on the Impact of Using First Language Towards English Classroom

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