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The participants of this study include 50 female students from a junior high school in Mehran. The researcher randomly selected 2 groups, one group was taught through the medium of Persian, while the other group was taught the same material through the medium of English. The materials were based on the content of the 3 lessons of third grade English text-book. Then a 30-item achievement test (pre-test) was administered to two groups to be getting insured of their homogeneity. The instruction began in two groups separately and the treatment lasted for 5 weeks. After the end of the instruction, the test was administered to two groups as post-test again. The data analysis showed that two languages (Persian & English) lead to positive learning outcomesin the post-test, although the instruction through Persian caused better results than the instruction through the English. Keywords: Teach, Grammar, English, Persian, Junior high school, Language  \n1. Introduction  \nOne of the most controversial issues in English Language Teaching (ELT) has been the question of the use of the first language (L 1) in English language classes. According to Butzkamm (2003), since the Great Reform at the end of the 19th century, the role ofL1 has been second only to grammar as the most discussed methodological problem.  \nReviewing the twentieth century history of ELT, one can detect violent swings of pendulum in this subject. For a longtime, the use of the L1 in the EFL classroom has been a 'skeleton in the cupboard' (Prodromou, 2002) . This metaphor has been used since we have for a long time treated the mother tongue as a 'taboo' subject in our field, a cause of embarrassment and on the teachers' side and a sign of their failure to teach properly, i.e., using 'only English'(Prodromou, 2002) . Different methodologies have had different approaches towards the role of the students native language in English classes. For example, Grammar-Translation Method used MT as the medium of instruction while the Direct Method never allowed the use of it.  \nThe use of L1 in ESL classes has been debated for many years. There have been many arguments about the use of L1 in L2 learning. The use of L1 has been considered as detrimental in ESL classes; on the contrary, mother tongue plays a crucial and facilitative tool in foreign learning process. The benefit of using L1 in foreign language learning has been recognized by many researchers. It should be noted that L1 remains a natural resource in L2 learning. The teacher is whether native or non-native speaker, the learner is whether beginner or advanced level, the use of L1 is whether allowed or banned, the use of L1 in ESL classes can not be avoided would gain the control of the communication. Macaro (1997) identifies five factors to use L1 in L2 learning (adapted from Cook, 2008, p.182) .  \n1) U","cbCaijX9W0NG69vQ","https://ap.wps.com/l/cbCaijX9W0NG69vQ","pdf",179226,"English","# Introduction\n## Statement of the Problem","[{\"question\":\"What does the study compare regarding language use in teaching English grammar?\",\"answer\":\"The study compares the relationship between using Persian versus English as the medium for teaching English grammar and the students’ learning achievement.\"},{\"question\":\"How were the participants and groups organized in the experiment?\",\"answer\":\"Fifty female junior high students were randomly assigned to two groups: one taught through Persian and the other taught the same material through English.\"},{\"question\":\"How long did the instruction last and how were students assessed?\",\"answer\":\"Instruction lasted five weeks. Students took a 30-item achievement pre-test to confirm homogeneity and then completed a post-test after instruction.\"}]","Flourishing Creativity & Literacy - A Comparative Study of the Use of Persian vs. English in Teaching English Grammar to Iranian Students in Junior High School | PDF",1792067656,13]