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Participants included sixty Iranian male EFL learners across three classes. Findings show a strong tendency toward L1 use and perceived benefits, while only a minority favored strict English-only policy; most supported judicious, limited, and occasional L1 use by teachers. Results highlight both advantages and disadvantages and recommend reexamining English-only assumptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/use-of-l1-in-efl-classes-with-english-only-policy-insights-from-triangulated-data/597980/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/use-of-l1-in-efl-classes-with-english-only-policy-insights-from-triangulated-data/597980.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data sources were used to study L1 use in EFL classes?","Question",{"text":112,"@type":113},"The study used class observations, semi-structured focus group interviews, and learners’ written reports based on a purpose-designed questionnaire.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the participants generally think about the English-only policy?",{"text":117,"@type":113},"Only a minority favored an English-only policy; most supported judicious, limited, and occasional L1 use, especially by the teacher.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main perceived advantages of using L1?",{"text":121,"@type":113},"The study reports that the major advantage and purpose of L1 use was clarification and intelligibility of instructions, including help with grammatical and lexical items.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597980,1792165028,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","L1 Use in EFL Classes with English-only Policy: Insights from Triangulated Data  \nSeyyed Hatam Tamimi Sa’d*1 and Zohre Qadermazi2  \n• This study examines the role of the use ofthe L1 in EFL classes from the perspective of EFL learners. The triangulated data were collected using class observations, focus group semi-structured interviews and the learners’ written reports of their perceptions and attitudes in a purposedesigned questionnaire. The participants consisted of sixty male Iranian EFL learners who constituted three classes. The results indicated a strong tendency among the participants toward L1 and its positive effects on language learning; while only a minority of the learners favoured an Englishonly policy, the majority supported the judicious, limited and occasional use ofthe L1, particularly on the part of the teacher. The participants mentioned the advantages as well as the disadvantages of the use/non-use of the L1. While the major advantage and the main purpose of L1 use was said to be the clarification and intelligibility of instructions, grammatical and lexical items, the main advantages of avoiding it were stated as being the improvement of speaking and listening skills, maximizing learners’ exposure to English and their becoming accustomed to it. The study concludes that, overall and in line with the majority of the previous research studies, a judicious, occasional and limited use of the L1 is a better approach to take in EFL classes than to include or exclude it totally. In conclusion, a reexamination of the English-only policy and a reconsideration of the role ofthe L1 are recommended. Finally, the commonly held assumption that L1 is a hindrance and an impediment to the learners’ language learning is challenged.  \nKeywords: EFL Classes, EFL Learners, Interview, L1 use, Observation, Perceptions  \n1 *Corresponding Author. Urmia University, Urmia, Iran; [Shtamimi90@gmail.com](Shtamimi90@gmail.com)  \n2 Urmia University, Urmia, Iran  \nUporaba prvega jezika pri pouku angleščine kot tujega jezika, temelječem na pristopu jezikovne imerzije: vpogled s pomočjo triangulacije podatkov  \nSeyyed Hatam Tamimi Sa’d* in Zohre Qadermazi  \n• Predstavljena raziskava preučuje vlogo uporabe prvega jezika pri pouku angleščine kot tujega jezika z vidika učencev (stari od 14 do 22 let) . Triangulacija podatkov je zajemala opazovanje pouka, polstrukturirane intervjuje fokusnih skupin ter pisna poročila študentov o njihovih zaznavah in odnosu, pridobljenih z namensko sestavljenim vprašalnikom. V raziskavo je bilo vključenih šestdeset iranskih učencev moškega spola, kar predstavlja tri razrede. Rezultati kažejo, da so med udeleženci prisotni močna nagnjenost k uporabi prvega jezika in njegovi pozitivniučinki pri učenju jezika. Le manjšina učencev je imela raje pouk, ki je temeljil samo na uporabi angleščine, večina pa je podprla smiselno, omejeno in občasno uporabo prvega jezika s strani učitelja. Obe skupini sta omenjali prednosti in tudi slabosti uporabe/neuporabe prvega jezika. Največja prednost in glavni namen uporabe prvega jezika naj bi bila vprimerih pojasnjevanja in razumevanja navodil, pri poučevanju slovnice in besedišča. Glavne prednosti neuporabe prvega jezika naj bi se izražalev obliki izboljšanja govornih in slušnih zmožnosti, povečanja izpostavljenosti študentov angleščini in privajanja nanjo. Na podlagi rezultatov te raziskave, ki so tudi skladni z večino predhodno opravljenih raziskav, lahko sklenemo, da je smiselna, občasna in omejena uporaba prvega jezika boljši pristop pri poučevanju angleščine kot tujega jezika kot pa popolna izključenost oziroma izključenost prvega jezika. V sklepu je podan predlog za ponovno presojo pristopa, ki temelji na izključni rabi tujega jezika pri pouku angleščine, in ponovni premislek o vlogi prvega jezika. Na koncu se postavi pod vprašaj splošna domneva, da prvi jezik predstavlja oviro in zavira učenje jezikov.  \nKljučne besede: pouk angleščine kot tujega jezika, učenci angleščine kot","cbCaidZQIJy4v9SQ","https://ap.wps.com/l/cbCaidZQIJy4v9SQ","pdf",231315,17,"English","# Introduction\n# Theoretical Background\n# Methodology\n## Data collection\n# Findings and Discussion\n# Conclusion","[{\"question\":\"What data sources were used to study L1 use in EFL classes?\",\"answer\":\"The study used class observations, semi-structured focus group interviews, and learners’ written reports based on a purpose-designed questionnaire.\"},{\"question\":\"What did the participants generally think about the English-only policy?\",\"answer\":\"Only a minority favored an English-only policy; most supported judicious, limited, and occasional L1 use, especially by the teacher.\"},{\"question\":\"What were the main perceived advantages of using L1?\",\"answer\":\"The study reports that the major advantage and purpose of L1 use was clarification and intelligibility of instructions, including help with grammatical and lexical items.\"}]","Use of L1 in EFL Classes with English-only Policy - Insights from Triangulated Data | PDF",1792086073,43]