Language choices of language teachers and learners: Meta-synthesis of qualitative research

Abstract

This study aims at drawing a conclusion about the use of the first language (L1) in language classes on which there is still no consensus among researchers. In line with this aim, the qualitative studies involving participants' views or practices obtained through interviews or observations were analyzed and then synthesized. Firstly, two basic themes were obtained as "Avoidance of L1 in language classes" and "Use of L1 in language classes". Based on the findings of those studies, the factors such as educational context, the language proficiency of teachers and students, the subject to be taught were pointed out to affect their language choices and also the amount of L1 use in L2 classes. Furthermore, the studies revealed that L1 was used or suggested to be used in various functions which were grouped under three themes as academic functions, managerial functions, and socio-cultural functions. Though no distinct decision to be taken according to the studies analyzed, it can be suggested that L1 may be used if necessary, although language instruction should mostly depend on the target language.

The Experiences of International Students Learning English at Chinese Universities: A Case Study from the Perspective of Yin and Yang

“…The role of learners' L1 has been historically controversial in instructed language learning settings (Macaro et al, 2020), but recently, a significant amount of research has been devoted to analysing the function of L1 in learning an additional language (Bruen & Kelly, 2017;Grant & Nguyen, 2017;Macaro et al, 2020;Molway et al, 2022;Shin et al, 2020;Yıldız, 2021) and suggests that the language learning process can be enhanced by the use of students' L1. Grant and Nguyen (2017) revealed that L1 was used in Vietnamese EFL classrooms for pedagogical purposes and affective purposes.…”

“…teachers' target language proficiency) and contextual differences (e.g. curriculum, policy and institution type) (Shin et al, 2020;Yan et al, 2016;Yıldız, 2021). Hu and Lei (2014) found limited English proficiency was the main reason for Chinese EFL learners to resort to Chinese when tackling difficult vocabulary.…”

“…Similar findings are found in synthesis studies of language choices in the teaching of foreign or second languages. For example, after synthesising 34 studies, Yıldız (2021) suggests that four factors appear to affect the language choice and the amount of L1 use in foreign language classes. They are educational context, the language proficiency of teachers and students, and the subject to be taught.…”