Exploring Iranian High School Students’ Perception of Using Farsi Language in English Language Classes

Abstract

There has been wax and wane in the history of language education about the inclusion or exclusion of students’ L1 from language classes. Some researchers believe that using L1 in EFL classrooms is advantageous for students because it can save time and improve noticing, while some others refer to negative impacts that it can cause such as interference which can procrastinate the process of language learning. This study aims to investigate the perspectives of high school students about the advantages and disadvantages of using L1 in EFL classrooms. For so doing 60 students of grades ten to twelve from South Khorasan Province were randomly selected. The participants were asked to answer a questionnaire and also open-ended questions. In addition, 10 students were chosen randomly and interviewed. The findings of the study showed contradictory results. While some students believed that using L1 is beneficial for language learning, others referred to some detrimental effects of using L1 in EFL classes. The results were discussed and the implications for theory and practice were made.