The use of first language while teaching english in the EFL classroom

Abstract

The main purpose of this research synthesis was to analyze the use of the first language (L1) for teaching and learning English as a foreign language (EFL). This is a descriptive research synthesis. Fifteen studies were collected for analysis and comparison. The inclusion criteria for these studies were published and peer-reviewed articles from 2000 to 2019. The patterns of comparison were the suggested uses of the L1 in the EFL classroom, advantages and disadvantages of using L1 in the EFL classroom, and perceptions of teachers and students of using L1 in the EFL classroom. The results showed that teachers use the L1 for giving instructions for activities, explaining vocabulary, checking comprehension, explaining complex grammar points, explaining differences between L1 and foreign (FL), and providing feedback. Furthermore, it was evidenced that the use of L1 presents more advantages than disadvantages. The main advantage reported was the use of the L1 as a scaffolding tool while on the other hand, the main disadvantage was the overuse of it in the EFL classroom. Moreover, it was reported positive perceptions about L1 use in the classroom by teachers and students. Both of them mentioned that the L1 plays a supportive role in the EFL classroom. Finally, the L1 has been considered as a motivational tool that helps students to feel more confident when learning another language