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<p style="text-align:justify;">This study investigates&nbsp;the reasons for L1 use in the L2 classroom and teachers’ and learners’ beliefs&nbsp;regarding the appropriateness and effectiveness of this practice. Its findings&nbsp;are based on observational and interview data collected in two lower&nbsp;intermediate level classes in the foundation year at an Omani university. Each&nbsp;class was observed three times over a two-week period, with each session lasting&nbsp;1 hour 40 minutes. The interview data were obtained from the teacher and three&nbsp;students from each class. One of the classes was designated as an experimental&nbsp;group, in which the teacher was permitted to use L1, whereas the second class&nbsp;was used as a controlled group where an ‘English only’ policy was strictly&nbsp;adhered to. The results show that L1 was used most often to explain word&nbsp;meanings, followed by explanations of grammatical rules. Instances of L1 use&nbsp;were also recorded during L2 to L1 translation exercises, and L1 was used for&nbsp;classroom management purposes and for telling jokes.</p>

The Reasons of Using L1 in ESL Classrooms

Original Research 

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