L1 Use in English Courses 'a Facilitating Tool or a Language Barrier' in L2 Teaching/Learning at Graduation Level

Abstract

The purpose of the current study was to explore either L1 use in L2 courses teaching/learning is a facilitating tool or a language barrier. This research design was qualitative in nature. The outcomes of the present study directed that the teachers and learners of both genders disclosed exceedingly positive views and perceptions regarding the use of L1 in L2 classroom. The majority of the respondents preferred using L1 in certain situations for specific reasons such as while learning about grammar and its usage in the L2 classroom, discussing course policies, attendance, and other administrative information, explaining some difficult concepts, to give directions about exams and in introducing the aim of the lesson, to discuss tests, quizzes, and other assignments appropriately. Similarly, they were highly motivated to use L1 while teaching and comprehending summaries and short questions, letter writing and paraphrasing the text of L2 courses. However, most of the learners and their teachers revealed a lot of mutual understanding on various points and situations.

English Language Classroom: A Factor Obstructing Communicative Collaboration among L2 Teachers and Students

“…With a view to fixing the topics' findings regarding the role of internal and external target language barriers to effective communication, the researcher constructed an L2 learners' questionnaire and this questionnaire was rationalized from the studies accomplished by Belegdair, A. (2015), Al Hosni, Samira (2014), Bourezzane, Nadia (2014), Al Othman, Fadel & Shuqair, Khaled (2013), Nombre, Segura Alonso & de Junio (2012), Al-ma'shy (2011), Ahsan, Ali, & Hussain (2021), Ahsan, Ashger, & Zafar (2020), , Ahsan, Asif, & Hussain (2021), Ahsan, Younus, & Husain (2020), Ahsan, Asif, Kaukab, Zafar, & Naeem (2020), Ahsan, Asgher, & Hussain (2020), Younus, Nawaz, & as models for this research with trivial modification on the basis of scholar's own five years of teaching/learning experience at public sector college and university level. The questionnaire used in this research has two fragments i.e.…”

“…, Nombre, Segura Alonso & de Junio (2012),Al-ma'shy (2011),Ahsan, Ali, & Hussain (2021),Ahsan, Ashger, & Zafar (2020),,Ahsan, Asif, & Hussain (2021),Ahsan, Younus, & Husain (2020),Ahsan, Asif, Kaukab, Zafar, & Naeem (2020), Ahsan, Asgher, & Hussain (2020), Younus, Nawaz, & Ahsan, (2021), and Ahsan, Nawaz, & Seemab (2021) as models for this research with trivial modification on the basis of scholar's own five years of teaching/learning experience at public sector college and university level. The questionnaire used in this research has two fragments i.e.…”