Using L1 as an instructional study with prep school students: A descriptive study

The present study aimed to investigate the attitudes and beliefs of the foreign language preparatory school instructors at a large state-run university in Northwestern Turkey about their use of Turkish when teaching grammar, as well as determine for which purposes, at what stages of the classes and to what extent instructors adopt L1. It also aimed to describe students' attitudes and beliefs about their instructors' use of L1 during these classes. The research was carried out during the first term of 2018/2019 academic year. The participants were 40 EFL prep school instructors, and 100 students from the same school who were administered the quantitative data collection instruments. In addition, 10 instructors were included in the qualitative data collection process. Data were collected through three main instruments: (1) five-point Likert-type scale for intructors and students respectively, (2) semi-structured interview, and (3) observation checklist. Quantitative data were analysed by descriptive statistics while qualitative data were analysed via content analysis process. The findings indicated that university EFL instructors mostly personalized decisions about the way and amount of the use of L1 in grammar classes based on the needs and reactions of the students, and university EFL instructors' beliefs may be affected by their pedagogical training and official policies of the instutions. It was also found that both the instructors and students had positive views towards the use of L1 provided that it is utilized merely in necessary circumstances. The findings obtained from the observation checklist also supported those positive views reported by both sides of the issue. As it was carried out to investigate university EFL instructors' in particular, and students' attitudes towards the use of L1 in grammar classes and the areas where it is utilized with the justifications lying behind, the study provided some implications for educators, teacher educators, educational authorities and educational researchers concerning the systematic integration of L1 into foreign language teaching process