Teachers' and students' attitude towards L1 use in English classroom in the contexts of Turkey and Kyrgyzstan

In an attempt to achieve perfect English language proficiency, all learners face the same issue: the inevitable use of their L1 in an English classroom. Various studies have identified different attitudes and reasons for teachers' and students' L1 use in English classroom. The aim of this thesis paper is to identify teachers' and students' attitude towards L1 use and reveal the reason for their particular attitude through the use of the open-ended questionnaires. Teachers' attitude was distinguished in terms of teachers' and students' L1 use. Apart from that teachers' questionnaires attempted to identify activities that are best carried out through L1 and TL. Students' perceptions were distinguished in terms of their attitude towards bilingual approach to English learning based on their experience in learning English and teachers' L1 use. Along with this, students' questionnaires attempted to reveal the benefits and drawbacks of L1 use. As this study comprises teachers and students from universities of Turkey and Kyrgyzstan the difference between their attitudes has been also investigated. Qualitative data obtained from the questionnaires was collected, coded and analyzed with the help of the NVivo12 software program. The research findings revealed that overall attitude of teachers towards their own use of L1 is positive. Results obtained from teachers' survey revealed that majority of teachers from Turkish context tend to have more positive attitude with regard to teachers' L1 employment than their Kyrgyz colleagues. Moreover no considerable difference has been observed in terms of the teachers' attitude towards students' L1 use. Similarly no substantial difference has been observed between the attitudes of Turkish and Kyrgyz teachers towards students' use of L1. Finally, activities best carried out through L1 and TL based on the teachers' view have been listed and discussed. Students' survey results revealed that majority of students had bilingual approach to English learning. However between those who found it beneficial and not beneficial there is only slight difference. Results indicated that Kyrgyz students were more in favor of bilingual approach to English learning than Turkish students. In terms of the students' attitude towards teachers' L1 use majority of students expressed their positive view. In attempt to identify the difference between the attitudes of Turkish and Kyrgyz students towards teachers' L1 employment survey findings revealed no sufficient difference. Finally, possible benefits and drawbacks of L1 suggested by students have been listed and discussed. Research findings also revealed that teachers and students employed L1 mainly for pedagogical reasons. Results also suggest that limited and judicious use of L1 can be served as a facilitating tool to improve TL proficiency. Key words: Attitudes, L1 (Turkish and Kyrgyz), TL (English), reasons, benefit, drawback.