L1 use in beginner level EFL speaking classes and its effect on elementary level students' oral performance

III ABSTRACT Use of native language (LI) in English as a foreign language (EFL) classes has attracted the attention of many researchers. The related studies usually focused on attitudes towards LI use, occasions of and reasons for LI use. This study investigated three main questions: a) when and why is LI used in beginner level speaking classes?, b) Do 'suggested LI use' speaking classes affect elementary level students' oral performances? and c) Do 'English-only' speaking classes affect elementary level students' oral performances? The investigation was conducted in two phases. In Phase 1, the data were collected through observations, questionnaires and semi-structured interviews. 7 instructors and 266 students were given questionnaires about the occasions of and reasons for their use of Turkish in speaking classes. The results showed that instructors and students used Turkish on different occasions. It was also found that students' limited knowledge in English was the most influential factor that affected both instructors and students to use Turkish. In Phase 2, to determine whether 'suggested LI use' or 'English-only' speaking classes affect students' oral performances before and after the nine-week treatment, 65 students were taken pre- and post-test interviews. The oral performances of neither group showed any significant difference.