Investigating University EFL teachers’ perspectives towards the use of the first language in Libyan Classrooms

Abstract

Using the first language in English as a Foreign Language (EFL) classrooms has been a controversial topic in the field. The current study investigates university EFL teachers’ perspectives on using the first language (1L) in EFL classrooms. This study employed a close-ended questionnaire to collect the data. Participants were 14 Libyan EFL University teachers at the Faculty of Education, Ajelaat. Teachers were selected using a random sample. The quantitative data were analyzed using the Statistical Package of Social Science (SPSS) software through descriptive analysis. The result of this study showed different teachers' perspectives towards the use of first language in EFL classrooms. The findings revealed that teacher participants neither agreed nor disagreed with using first Language (L1) in EFL Classrooms. Whereas 55% supported using L1 in EFL classrooms, 45% of participants were not in favor of using the first language in the classroom. Teachers highly recommended using standardized guidelines for the use of the first language in EFL classrooms.