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Vol. 2 No. 4 (2025): October

Copyright (c) 2025 Abdul Bari Rahmany, Sayed Abas Hashimi , Nasir Ahmad Tayid , Fazal Rahman Sohail

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EFL Learners’ Attitudes Towards the Use of L1 in EFL Classrooms

https://doi.org/10.62810/jssh.v2i4.92
Abdul Bari Rahmany
Kandahar University, Department of English Language and Literature, Faculty of Languages and Literature, Kandahar, Afghanistan
Sayed Abas Hashimi
Kandahar University, Department of Pedagogy and Psychology, Faculty of Education, Kandahar, Afghanistan
Nasir Ahmad Tayid
Kandahar University, Department of Pashto Language and Literature, Faculty of Languages and Literature, Kandahar, Afghanistan
Fazal Rahman Sohail
Kandahar University, Department of English Language and Literature, Faculty of Languages and Literature, Kandahar, Afghanistan

Corresponding Author(s) : Abdul Bari Rahmany

abdulbarirahmany@gmail.com

Journal of Social Sciences and Humanities, Vol. 2 No. 4 (2025): October

Abstract

The role of the first language in foreign language classrooms remains a contested issue in language pedagogy. While theoretical frameworks often discourage L1 use, growing empirical evidence points to its potential instructional value. This study explores Afghan English as a Foreign Language (EFL) students’ attitudes toward the use of L1 in English language instruction at Kandahar University. A quantitative research design was employed, involving a questionnaire administered to 208 undergraduate EFL students. The results indicate that students generally hold favorable attitudes toward the strategic use of L1 in the classroom. They perceive it as particularly helpful in facilitating the understanding of complex grammatical structures, unfamiliar vocabulary, and abstract concepts. Nonetheless, students also acknowledge that excessive reliance on L1 may hinder target language learning. Furthermore, the findings highlight that L1 use contributes to reducing students’ anxiety and fosters a more supportive learning environment, especially for lower proficiency students. Interestingly, the study found a declining preference for L1 use as students improve through academic levels from freshman to junior year. The one-way ANOVA results confirm significant differences among these groups, suggesting that as proficiency develops, students gradually shift toward English-only policy. These findings offer valuable insights for language instructors, curriculum designers, and higher education policymakers. They emphasize the importance of adopting balanced, context sensitive pedagogical strategies that integrate L1 judiciously to enhance comprehension while maintaining adequate exposure to the target language.

Keywords

EFL First Language Language Learning Native Language Second Language
Rahmany, A. B., Hashimi , S. A., Tayid , N. A., & Sohail, F. R. (2025). EFL Learners’ Attitudes Towards the Use of L1 in EFL Classrooms. Journal of Social Sciences and Humanities, 2(4), 139–154. https://doi.org/10.62810/jssh.v2i4.92
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Author biographies is not available.
Received 2025-04-24
Accepted 2025-10-25
Published 2025-10-31
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