Abstract:

The role of first-language (L1) use in English as a Foreign Language (EFL) classrooms remains a widely debated issue in language education. While traditional teaching approaches often advocate exclusive use of the target language, recent research suggests that strategic use of learners’ L1 may facilitate comprehension and support language learning. The study adopted a quantitative survey design. It investigates students’ perspectives on the use of L1 in Arabic EFL classrooms in a Moroccan university context. Data were collected through a structured questionnaire administered to 251 first-year students in the English Department at the École Normale Supérieure in Morocco. The study employed descriptive statistical analysis to examine learners’ attitudes toward L1 use, preferred classroom situations for its use, and perceived pedagogical benefits and drawbacks. The findings indicate that most students support occasional and strategic use of L1 rather than its complete exclusion from the classroom. Participants reported that L1 is particularly helpful for explaining complex grammar concepts, clarifying new vocabulary, and reducing communication anxiety. However, many students also acknowledged that excessive reliance on L1 may limit exposure to English. The study suggests that a balanced and pedagogically informed approach to L1 use may enhance learning in EFL contexts.

Keywords:

First language (L1) use, English as a foreign language (EFL), student attitudes, bilingual instruction, Moroccan EFL context, code-switching.