The L1 and L2 use in task based language teaching activities

The objective of the study was to examine students' preferences regarding the utilization of their first language (L1) inside a Task-Based Language Teaching program for young learners. The L1 utilization of students was examined concerning three functions: work progression, attention concentration, and interpersonal connection, as conceptualized by Swain and Lapkin (2000). Although Task-Based Language Teaching aims to promote active engagement with the second language during English sessions, it is apparent that some students continue to rely on their first languages during lessons and activities. The present study employed a mixed-methods approach, integrating both quantitative and qualitative instruments. Establishing validity is crucial by analyzing both quantitative and qualitative data collected from the participants. The quantitative data was collected from study participants through pre- and post-tests consisting of components from the Cambridge Movers examination. A Task-Based Language Teaching program was conducted for eight weeks in the experimental group to assess its effect on their pre-test and post-test results. The selection of eight diverse tasks for the experimental group was based on participants' proficiency and competency levels, age, and interests, from a Task-Based Language Teaching approach. The researcher videotaped each lecture and later transcribed it. To improve inter-rater reliability, the researcher and an expert performed a dual analysis of the transcript based on the three functions of the Language Model. The frequencies and outcomes were displayed in the tables. The experimental group comprised 20 pupils, whereas the control group comprised 23 individuals. The subjects consisted of 43 third-grade students at a private institution. A post-test was conducted for both the control and experimental groups subsequent to the therapy. The data obtained from both groups was later evaluated. The SPSS software was utilized for the analysis, and the tables presented the numerical descriptions and variations. The study's findings reveal a significant difference between the experimental group's pre-test and post-test scores. In contrast, the control group's pre-test and post-test findings did not demonstrate a statistically significant difference. The qualitative data analysis indicates that some students feel a heightened sense of confidence when utilizing L1 to achieve their goals in tasks, such as searching for specific terminology or discussing unrelated topics. Furthermore, it may be inferred that students who articulated their discontent with the employment of L1 simultaneously preferred its use during the assignments. Consequently, there may be disparities in their choices due to their English proficiency. In addition to analyzing L1 usage, the results confirmed that students' scores and English comprehension enhanced subsequent to the Task-Based Language Program. Keywords: English as a Foreign Language, Task Based Language Teaching, First Language, Second Language