Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84

Available online at www.sciencedirect.com

1877-0428 2013 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of Universiti Kebangsaan Malaysia.
doi: 10.1016/j.sbspro.2014.02.011
ScienceDirect
SoLLs.INTEC.13: International Conference on Knowledge-Innovation-Excellence: Synergy in Language
Research and Practice
The role of the L1 as a scaffolding tool in the EFL reading classroom
Abdullah Bhooth
a
*, Hazita Azman
b
, Kemboja Ismail
c
Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Malaysia

Abstract
The role oI the students` mother tongue (L1) in the ESL/EFL classroom has been an on-going debate recently. A monolingual
approach suggests that the use of the target language solely in L2 classroom increases the learning of the target language.
However, this research is motivated by studies that suggest the use of L1 in ESL/EFL classroom facilitates rather than
impedes target language learning. This paper examines the use of L1 in the EFL reading classroom in a University in Yemen.
A mixed method design was employed and data were collected from a sample of 45-Yemeni students studying English as a
Foreign Language at the university. The quantitative data was collected through a questionnaire, while qualitative data was
gathered using semi-structured interviews guided by the research objectives. The findings reveal that the students perceive the
use of Arabic (L1) as functional strategy in their EFL (L2) classrooms and that it is used to serve a number of purposes: to
translate new words, to define concepts, to give some explanations and to help each other in their groups. The discussion of
the findings concludes that L1 can be used as a scaffolding strategy by students in facilitating their learning and can be used
as a pedagogical tool by the teacher to enhance learning experience as well as maximize engagement in the classroom.

2013 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of Universiti Kebangsaan Malaysia.

Keywords: role of L1; translation; EFL classroom; scaffolding tool; EFL pedagogy
________________________________________________________________________________________________________________
1. Introduction
The role of the mother tongue (L1) in the ESL/EFL classroom has recently been the focus of an on-going
debate and research. The monolingual approach suggests that the use of the target language solely in L2
classroom increases the learning of the target language. The advocators of the monolingual approach view that
L1 has no essential role in the EFL/ESL classroom and that it might deprive students of valuable input in the L2
and impede progress (Bouangeune 2009; Ellis 1985; Auerbach 1993). In contrast, the proponents of using the L1
in the L2 classroom believe that its use helps students learn L2 more effectively (Atkinson 1987; Sharma 2006;

* Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 .
E-mail address: abhooth@gmail.com
2013 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of Universiti Kebangsaan Malaysia.
77 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
Storch & Wigglesworth 2003; Al-Nofaie 2010; Machaal 2012; Nation 2003; Salah & Farrah 2012; Tang 2002;
Swain & Lapkin 2000). Furthermore, there is no empirical evidence that L1 has an impeding role in the EFL/ESL
classroom in non-native environments especially. Nevertheless, there is a lack of studies on the use of L1 to
determine whether its use facilitates the learning of EFL or impedes it in the Arab world (Storch & Aldosari
2010; Al-Nofaie 2010; Khresheh 2012; Machaal 2012). This paper reports on a research investigating the
students` perception oI using the (L1) in the EFL reading classroom at a tertiary context in Yemen. It provides
insights into the use of the L1 in the learning of English as a foreign language in an Arab speaking environment.
The paper will reveal the students' perception of the use of their L1 in the EFL classroom as well as its role in
facilitating their uptake of the target language. A discussion on the implications for teaching of reading and its
approaches in the Yemeni context especially in view oI the students` needs at the tertiary level is also put
forward.
2. L1 in the EFL Classroom
In the EFL context, there appears to be an increasing conviction that the use of L1 in the EFL Classroom has a
necessary and Iacilitating role. From a cognitive perspective, Storch and Wigglesworths (2003) study
demonstrates that L1 provides cognitive support` Ior L2 learners during language analysis and in the completion
of cognitively demanding tasks. If L1 is shared among L2 learners, it allows students to work at cognitively
higher levels and may be a normal psychological process that allows students to initiate and sustain verbal
interaction. Storch and Wigglesworth also report that LI can serve a number of functions, including enlisting and
maintaining interest in the task as well as developing strategies to make a difficult task more manageable.
From a sociocultural perspective, research shows that L1 enables learners to work effectively in the zone of
proximal development (ZPD) and the role it plays in the production of L2 particularly in peer work. For example,
Anton & Dicamilla`s (1999) study on collaborative writing tasks found that L1 moved learners through their zone
of proximal development and played a strategic cognitive role in scaffolding. This view was also supported by
Wells (1999) and Morahan (2010) that the use of L1 allows students to work within their ZPD, as proposed by
Vygotsky. Morahan (2010) further maintained that using L1 occasionally with L2 in pair and group work may
help students cognitively process a task at a higher level than only in the target language.
Scaffolding is an important teaching strategy that traced back to Vygotsky`s sociocultural theory and his
concept of the (ZPD). Scaffolding refers to the assistance offered by others to be able to achieve more than he or
she would be able to achieve alone in the ZPD. It provides individualized support based on the learner`s ZPD.
The scaIIolding teaching strategy provides diIIering degrees oI assistance Ior a learner based on the learner`s
ZPD (Chang et al. 2002). In this study, L1 serves as scaffolding strategy (Carless 2008) to assist students`
language learning. The L1`s primary role is to supply scaIIolding to lower aIIective Iilters by making the L2 and
the classroom environment comprehensible (Meyer 2008).
Research also has shown that the use oI the students` mother tongue (L1) in certain situations by both students
and teachers increases both comprehension and learning of L2 (Cook 2001; Machaal 2012; Tang 2002; Wells
1999; Atkinson 1993; Kharma & Hajjaj 1989). Atkinson (1993) incorporated selective use of L1 into
communicative methodology and concluded that 'L1 can be a valuable resource iI it is used at appropriate times
and in appropriate ways. (p. 2) In line with Atkinson, Jadallah and Hasan (2011) advised that the use of L1
should be in a purposive manner, at appropriate times and in appropriate places. In Kuwait context, Kharma and
Hajjaj (1989) concluded that the use of L1 should not be overused, and that it should decrease with the increase
of the students' experience with the target language. In other words, a limited and systematized use of L1 is
recommended if there is a need. However, teachers in this study expressed their worry on impact of L1 on
learning the target language: prolonged use of the mother tongue, hindrance to fluency, demotivation of using the
target language.
78 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
Other researches have in Iact, shown that students` mother tongue (L1) Ioster a positive aIIective learning
environment, especially in the beginning and intermediate classes (Tang 2002; Wells 1999; Schweers 1999).
Schweers (1999) found that that using Spanish (L1) in her L2 classroom has led to positive attitudes toward the
process of learning English and, better yet, encourages students to learn more English. She suggests that starting
with L1 in L2 classroom provides a sense oI security and validates the learners` lived experiences, allowing them
to express themselves. She also encourages teachers to insert the native language into lessons to influence the
classroom dynamic.
The use of L1 serves a number of purposes, such as to give instruction especially at the early levels in order to
ensure that everyone fully understands what to do (Cole 1998; Tang 2002; Machaal 2012; Atkinson 1987),
explain the meanings of words (Tang 2002; Morahan 2010; Jingxia 2010), explain complex ideas, translate from
L1 to L2 when students do not have English words (Nadzrah Abu Bakar & Kemboja Ismail 2009), and explain
complex grammar points (Machaal 2012; Tang 2002). This suggests that L1 can be used by the teacher as a
mediating tool to Iacilitate students` learning. It can also be used by students to elicit language, to check
comprehension at the level of sentence as well as text (Atkinson 1987). Besides, L1 can be used to promote
cooperation among learners` where students, in pairs or groups, share their ideas and help each other using L1
(Atkinson 1987), ask for clarification, translate new words, find new words in L2 and process complex concepts
(Machaal 2012; Tang 2002).
In the context of Yemen, teaching has been characterized by the domination of traditional teaching practices
(Azzan 2001; Ba-Matraf 1997; Balfakeh 1999). Their research has shown that translation is one of the most
common characteristic in the EFL classroom. Alkadasy`s (2008) study revealed that Arabic can never be banned
or avoided in EFL classroom. It also revealed that Arabic has a facilitating role in in the learning of English; the
teachers are not aware of the effective use of Arabic in the EFL classroom. In addition, students believed that
using Arabic is only way for them to understand English. She concluded that teachers should be made aware that
using Arabic purposively would lead to more interaction in English classroom on the part of students. On the
contrary, Al-Seghayer (2010) believes that L1 should not be used in the EFL classroom and that only target
language should be used to provide students with sufficient practice in the target language. This argument
completely denies the fact that students use and need to use the L1 for a variety of reasons. Hence, the arising
question here, should we deny students` needs or should we use Arabic L1 in L2 classroom? II Arabic could be
used, how should it be used in the EFL classroom?
3. Method
The current study employed a mixed method design where both qualitative and quantitative data collection are
conducted concurrently in an embedded mixed methods approach (Creswell, 2008). By using this design, the data
collection and analysis was further enhanced in finding out how the EFL Yemeni students perceive the use of the
L1 and the role it plays in the EFL classroom (Creswell, 2008; Creswell & Plano Clark, 2007). This was proven
by the corroboration of results yielded from the students` perspectives.

1.1 Participants
In this study, the participants were selected through purposive sampling using the homogeneous technique.
Maxwell (1998) deIined purposive sampling as a type oI sampling in which, particular settings, persons, or
events are deliberately selected for the important information they can provide that cannot be gotten as well from
other choices`` (p. 87). The students selected could provide the researcher with the desired inIormation in giving
their views on the use of L1 from a sample of the same educational background.
The selected participants comprised 45 EFL second year undergraduate students from the Department of
English Foreign Language, University in Yemen. Of this total, 10 were males and 35 females. The participants
share similar characteristics as they are studying EFL at the Department of English where they receive training to
79 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
be English teachers. All participants speak the same mother tongue (Arabic) and have had between five to seven
years of English instruction as well as the same level of Secondary Education.

1.2 Data Collection & Analysis

Data used for the present study comprised a questionnaire and interviews. There were 14 items in the
questionnaire about the functions of L1 in terms of translating in the EFL/ESL classroom based on the literature
(Machaal 2012; Storch & Wigglesworth 2003; Tang 2002). Respondents were asked to indicate the frequency of
occurrence on a 4-point Likert scale (Strongly disagree, Disagree, Agree, Strongly Disagree). For the qualitative
data, semi-structured interviews were conducted with 10 participants from the total sample to gain a better
understanding of their reading practices. Semi-structured interviews involved pre-determined questions prepared
in advance. Semi-structured interviews allowed the researcher to prompt and probe deeper during the interview
sessions. Each interview lasted approximately 15-20 minutes. The questionnaire data were analysed descriptively
using SPSS and data from semi-structured interviews were transcribed, and analysed to search for semantic
patterns that suggest trends in practices and preferences.
4. Findings
The findings revealed that the EFL Yemeni students perceive the use of Arabic as a useful facilitating tool in
their learning of English as a foreign language. As shown in Table 1, a high percentage of respondents agreed or
strongly agreed to the usefulness of Arabic in the class. The frequency and percentages of respondents, who
strongly agreed and agreed, in rank order, include using Arabic : [7] ... to explain complex grammar points (40,
89.1%), [8] ... to ask friends/classmates for clarification (40, 89.1%), [3] ... in explaining difficult concepts (43,
96.2 %), [2] ... helps me arrive at the meaning of the English language (41, 91.1 %), [6] ... is useful for defining
new vocabulary items ( 36, 80.0%), [11] ... is useful to express myself when I do not have the appropriate English
words (39, 86.7%), [5] ... is useful when carrying out group work (36, 80.0%), [1] ... helps me bring on my
personal experiences and background knowledge into class ( 38, 84.4%), [4] ... is useful when checking for
comprehension (37, 82.2%), [13] ... enables us to provide each other with help in the class e.g. during group
discussion (73.3%), [9] ... is useful to ask friends/classmates for clarification (31, 68.9%), [14] ... helps me
progress from what I can do with the help of peers to what I can do alone (28, 62.2%), [12] I understand how to
use reading strategies better when the teacher explains these strategies in Arabic (29, 64.4%), and [10] ... is
useful when I want to ask for clarification from the teacher (25, 55.5%). The finding indicates that student
perceived the use of Arabic in the reading classroom as useful because they believe it helps them understand
difficult grammar points, some instructions, and new concepts. It is also believed that it is useful for translating
new words, engaging in pair and/or group work.

Table 1 Uses of L1 in EFL classroom
N Statement SA A D SD .
7 I understand better when the teacher uses Arabic to explain
complex grammar points.
25
55.8%
15
33.3%
4
8.9%
1
2.2%
3.42 .753
8 Using Arabic is useful to understand complex instructions. 25
55.8%
15
33.3%
3
6.7%
2
4.4%
3.42 .753
3 Using Arabic is helpful in explaining difficult concepts 18
40.0%
25
55.8%
1
2.2%
1
2.2%
3.33 .640
2 Using Arabic helps me arrive at the meaning of English language 17
37.8%
24
53.3%
2
4.4%
2
4.4%
3.24 .743
6 Using Arabic is useful for defining new vocabulary items 22
48.9%
14
31.1%
6
13.3%
3
6.7%
3.22 .927
11 Using Arabic is useful to express myself when I do not have the
appropriate English words.
16
35.6%
23
51.1%
5
11.1%
1
2.2%
3.20 .726
80 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
5 Using Arabic is useful when carrying out group work 18
40.0%
18
40.0%
8
17.8%
1
2.2%
3.18 .806
1 Using Arabic helps me bring on my personal experiences and
background knowledge
15
33.3%
23
51.1%
6
13.3%
1
2.2%
3.16 .737
4 Using Arabic is useful when checking for comprehension 15
33.3%
22
48.9%
7
15.6%
1
2.2%
3.13 .757
13 Using Arabic enables us to provide each other with help in the class 9
20.0%
24
53.3%
11
24.4%
1
2.2%
2.91 .733
9 Using Arabic is useful to ask friends/classmates for clarification 10
22.2%
21
46.7%
13
28.9%
1
2.2%
2.89 .775
14 Using Arabic helps me progress from what you I can do with the
help of peers to what I can do alone
9
20.0%
19
42.2%
14
31.1%
3
6.7%
2.76 .857
12 I understand how to use reading strategies better when the teacher
explains these strategies in Arabic
6
13.3%
23
51.1%
12
26.7%
4
8.9%
2.69 .821
10 Using Arabic is useful when I want to ask for clarification from the
teacher.
6
13.3%
19
42.2%
19
42.2%
1
2.2%
2.67 .739
Note: Strongly Agree SA; Agree A; Disagree D; Strongly DisagreeSD; Mean; oStandard deviation

The Iunctional use oI Arabic, students` mother tongue, was also highlighted in the students` interview
responses. Students used L1 to translate new words, for some explanation, unknown topics, and when it is
difficult to understand in English and at the beginning of learning new things. Some students identified
translating the new and difficult words as one of the main functions of the use of L1 in the EFL classroom. The
students acknowledged that Arabic could sometimes be helpful to understand the difficult words by translating
these words into Arabic. This is evident in the following excerpts.

When aont unaerstana some woras. (S2-TA)
Sometimes we need to translate to unaerstana ana... (S9-TA)
I prefer that I translate difficult words. (S10-TA)

Equally, some students pointed out that the use of Arabic was helpful in making clarifications and explaining
difficult concepts, i.e. grammatical points, literature and literary terms. The following examples of responses
from the interview data provide an expanded understanding of the use of Arabic to explain difficult points such
as grammar point and literary terms.

When aont unaerstana some woras, for some explanation, ana . ana sometimes we use Arabic in,
stuaents when we aont have anything or any information for this topic. I think when we have aifficult
points, especially, grammar teacher should use Arabic. (S2-TA)
In literature class. I wish teacher use Arabic. (S3-TA)
Sometime like literature. Because some woras are aifficult. I cant the meaning in aictionary. (S5-TA)
Sometimes we need some explanations in Arabic. (S6-TA)
When there are ambiguous mysterious things we cant unaerstana like literature concepts. (S10-TA)

Interestingly, it was noted that all the participants of the study agreed that the Arabic should only be used,
especially by the teacher, when they have difficulties to understand in English. Participants reported that teacher
should only use Arabic to help them learn English when they cannot understand in English. This declaration
indicates the level of consciousness that the students have in terms of the role of L1 in their own learning of the
target language. The following examples of responses from the interview data provide an expanded
understanding of the role and use of Arabic in the class:

The teacher shoula speak very little Arabic, only when we aont unaerstana. (S1-TA)
Sometime we neea teacher to use Arabic when we cant unaerstand (S2-TA)
If we cant unaerstana in English. The teacher shoula only use Arabic to help us learn English. (S3-TA)
81 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
Well, when we cant unaerstana the main iaea, fust to have in mina the complete iaea. So use Arabic
only if there is a need. (S5-TA)
I think when we neea it or fina a aifficult thing. Only when we aont unaerstana. (S6-TA)
When we aont unaerstana when he see our confusion on our faces. (S7-TA)
If we aont unaerstana the text we neea Arabic to unaerstana. (S9-TA)
I prefer that I translate difficult woras I cant unaerstana I try to use Arabic (S10-TA)

S4`s and S6`s views denote that L1 should be careIully used into the EFL classroom. Many expressed their
belief that the use of Arabic could be useful at the beginning of learning or the early level in reference to the first
level of their study at the Department of English and secondary school. However, they believe that (L1) should
not be used when they understand the meaning. These examples oI responses Irom the students` interviews
illustrate such belief.

Yes, in the first level we hear the teachers to help us. Or explain. But now we aont like our teacher to
use Arabic. (S4-TA)
Yes. When we are starting or at the beginning Arabic is very important especially in elementary schools
but we still use it in the university. ... Yes, in the first we neea to unaerstana what to ao ana how. When
we know the woras we aont neea Arabic. (S6-TA)

Another function of the use of L1 is to trigger some schema background to the texts as demonstrated by S2.
She claimed that the use of Arabic was helpful when they had no information about the reading topic and that
using Arabic helped them draw on their background knowledge. This example from her interview illustrates this
opinion.

And sometimes we use Arabic in, stuaents when we aont have anything or any information for this
topic. (S2-TA)

S3`s and OS7 comments reveal that students beneIited Irom using L1 in their classroom as it was helpIul in
helping them to cooperate with their classmates. These examples from their interviews and reflections illustrate
this belief.

Yes, it is useful. I cooperate with my friends to analyse and understand the lesson. (OS7-RC4)
I loved it so much because it was interesting and I liked to cooperate with my friends. (S3-TA)
Finally, an interesting find emerged is that students themselves were aware that the excessive use of Arabic is
harmful for their total learning of the English language. One of these disadvantages that participants mentioned is
the overuse of L1 is unhelpful for practicing in the actual use of the English language. These examples of
responses Irom the students` interview illustrate such belieI.

Some teachers speak a lot of time in Arabic. It is not good, we need to listen more English. (S1-TA)
Sometimes but not always because speaks English in class, we proviae. aevelop our language. (S2-TA)
If we are encouragea to use Arabic, we wont speak English. (S5-TA)
If we want to improve our language we have to try to use English. (S6-TA)
Because if we use it for everything we will not, then we practice Arabic not English. (S9-TA)

Although students had ambivalent opinions towards using Arabic in their EFL classrooms, they all
acknowledge the benefits of using Arabic as a scaffolding tool, i.e. translate words, for some explanation.

82 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
5. Discussion
The purpose of the current paper is to investigate the use of L1 in the EFL classroom at tertiary level in
Yemen. The Iindings indicate that the use oI the students` mother tongue L1 in the EFL classrooms has a
facilitating role rather than impeding as it was useful in the reading lessons in the EFL classroom. The results
indicate that Arabic language was commonly used in the EFL classroom for a range of purposes i.e. to
understand some grammar points, instructions, difficult concepts, and new vocabulary; to express themselves
when they did not have the appropriate English words; when carrying out group work; and to check for
comprehension. This finding is in line with the findings of other studies (Machaal 2012; Salah & Farrah 2012;
Nation 2003; Tang 2002; Al-Nofaie 2010; Sharma 2006; Storch & Wigglesworth 2003) in the contexts of Nebal,
Australia, Saudi, Palestine and China .These studies revealed that students use and prefer their teachers to use L1
for targeted purposes. The finding also suggests that the use of Arabic may usefully serve social and cognitive
functions, including scaffolding, and promote collaborative work to facilitate language learning.
Therefore, the study suggests that the use of the Arabic may be beneficial in the EFL class, especially when
students have difficulty in understanding. It may represent a resource that both students and the teacher share in
common. This concurs with Cook (2001) who argues that treating L1 as a classroom resource opens up several
ways to use it. The teacher can use L1 to convey meaning, explain grammar, and organize the class. Students also
can use L1 as part of their collaborative learning and individual strategy use. Thus, the teacher can use L1 as a
pedagogical tool to facilitate the teaching and learning of English as a foreign language.
These findings confirm that the use of the students' L1, Arabic language, is effective for the non-native
speakers of English particularly in helping them comprehend their reading materials. Additionally, translating
from L2 to L1 and back as used in the EFL Yemeni research context has shown pedagogical potential to be used
in the reading lessons to enhance higher order cognitive reading skills among the EFL students. . The study also
provided evidence that the students, needed to use L1in their interactions with their peers for expediency and
efficacy of information transmission and clarification. Hence, Arabic could be used by the teacher as a
pedagogical strategy to facilitate students learning and to maximize their engagement in the classroom. This
finding is in conformity with Machaal`s (2012) study, which concluded that using Arabic had mediating roles in
the EFL classes: as a pedagogical tool and as a learning strategy. This view was also emphasised by Hazita
Azman (2006); she suggests that the use of translation in teaching should be adopted as a useful strategy but
teachers should be properly trained to effectively use it.
The use of L1 was emphatically perceived as useful by the EFL students for their learning in the English
reading classroom. In fact the students regarded the use of Arabic as a learning strategy to translate new words,
define concepts and help each other in their groups.
Although students perceived the use of Arabic as useful and of great help in the reading classroom, they were
aware of the fact that the overuse of Arabic was harmful and might impede their English language development.
They believe that Arabic should only be used, especially by the teacher, when they had difficulty in
understanding in English. Students were in favour of limited and purposeful use of L1. This finding agrees with
previous studies in other L2 learning contexts (e.g. Swain & Lapkin, 2000; Storch & Wigglesworth, 2003), that
EFL learners used their L1 to a Iairly limited extent. This Iinding also supports Atkinson`s (1987:422) discussion
of mother tongue use in EFL context. Three reasons are offered for allowing limited LI use in the classroom: 1) it
is a 'learner-preferred strategy'. Given the opportunity, learners will choose to translate without encouragement
from the teacher, 2) the use of mother tongue is a humanistic approach. It permits them to say what they want,
when they do not have the appropriate English. Hence, it appears reasonable enough for the teacher to allow for a
limited use of Arabic in the EFL reading classroom, and 3) L1 strategies are efficient in terms of time spent
explaining to achieve a specific aim.
As discussed above, the findings showed that students prefer to use Arabic for a number of functions.
However, it is not easy to decide when and how appropriately in the EFL classroom, because it depends on the
83 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
classroom situation. Students themselves had ambivalent feelings in that they wanted to use Arabic only when
they did not understand in English and they wanted to use English most of the time to practice English.
ThereIore, teachers should be Ilexible and aware oI their students` needs so that they could decide when and how
Arabic could be used in the EFL classroom. This view is supported by Clanfield and Foord (2000) who state that
the 'teacher should decide when it may be beneIicial to use the L1 and why.. Encourage and approve oI mother
tongue use at chosen moment and in designated activities, and also explain to the students why this should be
done (p. 1).
Hence the finding of the study reported reiterates the role of the L1 as a supportive and facilitating tool.
Students in the study had expressed their awareness of the consequences of excessive use of Arabic, as it might
prevent them from practicing English. And they believed that Arabic should only be used if they needed it.
Therefore, L1 should only be used as a breakthrough means towards ensuring progress in the acquisition of the
target language. The implication for this is that the EFL teachers should support this view of purposeful but
limited use of the L1 in order to facilitate students learning.
6. Conclusion
Based on the findings it could be concluded that L1, in this case the Arabic language, could be used by
students as a learning strategy i.e. translate new words, define concepts and help each other in their groups.
Likewise, L1 could be used by the teacher as a pedagogical strategy to facilitate students learning and to
maximize their engagement in the classroom. However, teachers should make sure that students are not
increasingly or extremely dependent on L1. This balance should be exponential in that as the student's
proficiency in the target language increases, the dependence of L1 decreases. Finally, the issue of the role of L1
in the EFL classroom can be further investigated, especially from the teacher's perspective, to draw a better
pedagogical decision on the way that L1 could be integrated in the teaching methodologies. This is because the
current study experienced two main limitations in the conduct of the research. Due to administrative constraints,
the study was conducted on one classroom only. While another limitation is related to the design methodology.
Admittedly, data collection methods are often determined or circumscribed by practical considerations (Pawar
2004). Such considerations include the nature of the research problem, the cost in terms of time and money, as
well as institutional and interpersonal realities that allow (or not), the availability of the data and researcher
access to it. It should be noted that the study exclusively focused on a small student sample of only 45 as a result
of the environmental limitation as well as the university regulations. Therefore, future research could look into
this point in the same context or in a different context to further confirm L1's potential in the EFL classroom.
Replication of the study would also be desirable to overcome the limitation issues in terms of participants and
design.
References
Al-Nofaie, H. (2010). The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools. Novitas-
ROYAL (Research on Youth and Language) 4(1): 64-95.
Al-Seghayer, K. (2010). The problem of using the mother tongue as a medium of instruction when teaching. TotalESL.com
Alkadasy, S. A. (2008). The use of the mother tongue (Arabic) in teaching English at the first level of secondary schools in Taiz.
Thesis Unpublished MA, Taiz University.
Anton, M. & Dicamilla, F. J. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The
Modern Language Journal 83 (2): 233-247.
Atkinson, D. (1987). The mother tongue in the classroom: a neglected resource? ELT journal 41(4): 241-247.
Atkinson, D. (1993). Teaching monolingual classes. Longman London.
Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly 27(1): 9-32.
Azzan, H. N. (2001). Reading comprehension monitoring strategies by Yemeni undergraduate English majors: An exploratory study.
Unpublished PhD Thesis. Dr. Babasaheb Ambedkar Marthwada University. Aurangabad.
Ba-Matraf, B. (1997). A study of the techniques used for teaching basic English reading comprehension skills in three girls secondary
schools in Sana`a: a case study. Thesis Unpublished MA Thesis, Sana'a University.
84 Abdullah Bhooth et al. / Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 84
Balfakeh, S. A. D. (1999). Developing final- year secondary school pupils` reading comprehension: a discourse analysis perspectives.
Thesis MA, Aden University.
Bouangeune, S. (2009). Using L1 in teaching vocabulary to low English proficiency level students: A case study at the University of Laos''.
English Language Teaching Journal 2(3): 186-193.
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT journal 62(4): 331-338.
Chang, K.-E., Sung, Y.-T. & Chen, I.-D. (2002). The effect of concept mapping to enhance text comprehension and summarization. The
Journal of Experimental Education 71(1): 5-23.
Clanfield, L. & Foord, D. (2000). Using L1 in the classroom: in deIense oI L1 in the classroom, secondary and adults. It`s Ior teachers.
Cole, S. (1998). The use of L1 in communicative English classrooms. LANGUAGE TEACHER-KYOTO-JALT- 22(11-14.
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review/La Revue canadienne des langues
vivantes 57(3): 402-423.
Creswell, J. W. (2008). Educational research: planning, conducting, and evaluating quantitative and. 3rd ed. Upper Saddle River, NJ:
Pearson Education.
Creswell, J. W. & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Wiley Online Library.
Ellis, R. 1985. Understanding second language acquisition. Oxford University Press, USA.
Hazita Azman. (2006). English language in rural Malaysia: situating global literacies in local practices. 3L; Language, Linguistics and
Literature, The Southeast Asian Journal of English Language Studies. 11(99-119.
Jadallah, M. & Hasan, F. (2011). A review of some new trends in using L1 in the EFL classroom.
www.qou.edu/english/conferences/firstNationalConference/.../drMufeed.pdf. 12 June 2013.
Jingxia, L. (2010). Teachers` code-switching to the L1 in EFL classroom. Open Applied Linguistics Journal 3(10-23.
Kharma, N. N. & Hajjaj, A. H. (1989). Use of the mother tongue in the ESL classroom. International Review of Applied Linguistics 27(3):
223-235.
Khresheh, A. (2012). Exploring When and Why to Use Arabic in the Saudi Arabian EFL Classroom: Viewing L1 Use as Eclectic
Technique. English Language Teaching 5(6): p78.
Machaal, B. (2012). The Use of Arabic in English Classes: A teaching Support or a Learning Hindrance? Arab World English Journal
3(2): 194-232.
Maxwell, J. A. (1998). Designing a qualitative study. Handbook of applied social research methods 69-100.
Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. Maebashi Kyoai Gakuen College Ronsyu 8(147-159.
Morahan, M. (2010). The Use of Students' First Language (L1) in the Second Language (L2) Classroom. Retrieved July20
Nadzrah Abu Bakar & Kemboja Ismail. 2009. Using blogs to encourage ESL students to write constructively in English. AJTLHE: ASEAN
Journal of Teaching and Learning in Higher Education 1(1): 45-57.
Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal 5(2): 1-8.
Pawar, M. (2004). Data collecting methods and experiences: A guide for social researchers. New Dawn Press (IL).
Salah, N. M. H. & Farrah, M. A. H. (2012). Examining the Use of Arabic in English Classes at the Primary Stage in Hebron Government
Schools, Palestine: Teachers` Perspective. Arab World English Journal 3(2): 400-436.
Schweers, W. (1999). Using L1 in the L2 classroom. English Teaching Forum 37(2): 6-13.
Sharma, B. K. (2006). Mother tongue use in English classroom. Journal of NELTA 11(1): 80-87.
Storch, N. & Aldosari, A. (2010). Learners` use oI Iirst language (Arabic) in pair work in an EFL class. Language Teaching Research
14(4): 355-375.
Storch, N. & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly 37(4): 760-769.
Swain, M. & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research 4(3):
251-274.
Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 36-43.
Wells, G. (1999). Using L1 to Master L2: A Response to Anton and DiCamilla's 'Socio-Cognitive Functions of L1 Collaborative Interaction
in the L2 Classroom`. The Modern Language Journal 83(2): 248-254.