Reasons for Using Spanish in EFL/ESL Classrooms

The Students and Teachers’ Reasons for Using

Spanish in EFL/ESL Classrooms in the National District of Santo Domingo

Janny Maria

Abel Rosario

Jesus Mercedes
Universidad Autònoma de Santo Domingo (UASD)
 The Students’ and Teachers’ Reasons for Using

Spanish in EFL/ESL Classrooms in the National District of Santo Domingo

English has become a very important language around the world, and it is taught in

many different foreign countries.Therefore, among one of the discussions that arise about the

teaching methodologies that are utilized, using the learner’s mother tongue (L1) while

teaching him/her a new language is usually a topic of controversy in the educative

community. Most likely, this started with the birth of the different teaching methods, such as

the Grammar translation Method, or the Direct and audio lingual methods decades ago. Such

controversy usually goes around the following questions: Should L1 be used at any extent or

for any purpose while learning the target language (L2)? Does L1 interfere negatively with

the learner’s proficiency? Is one of these policies (using L1 or not) more appropriate than the

other in regards to the acquisition of a new language? If we deeply analyze the root of this

debate, we will realize that it aims to determine which way is the best one to acquire a new

language, be it as a second or foreign language. With this being said, we can conclude that

this debate is actually helpful when it comes to taking new steps, designing new methods,

books and resources to later use them in ESL/EFL classrooms.

Background

In countries like Dominican Republic, English represents an opportunity for students

to get ahead of themselves and have better life conditions. For this reason, many students

decide to learn this language by enrolling into the English Immersion Program, which is an

intensive program implemented by the Ministry of Higher Education (Mescyt), and taught in

different public and private schools, as well as universities, and which has a duration of

nearly a year where students take 20 hours of English weekly. This program has no cost, as it
is a scholarship from the government and it is especially characterized by not allowing

students or teachers to use their native language (L1) at any time during classes, or even in

the institution premises (Mescyt, 2015). On the other hand, students with less time

availability, decide to enroll into regular programs where they are taught 8, 10, or 16 hours of

English a week, depending on the program. These programs are oriented towards teenagers

and adults. Some of these institutions, the same as in Immersion English, implement the

methodology of not using L1 during classes. We have to consider the fact that this method

(Natural or Direct Method) is based on Skinner’s behaviorism (1938), and ​the Berlitz method

(Berlitz, 1888), which does not employ L1 usage in class.​ However, a study conducted in an

English school in Santo Domingo showed that the majority of students (76.3%), despite how

strict this program is, do make use of their mother tongue for different reasons (Lopez Diaz,

2019). Due to the popularity of this program, using L1 in either an ESL or EFL classroom is

generally not seen as a good idea or strategy when teaching the target language. In some

cases around the world, many English schools and teachers see the use of L1 in class as taboo

(Paker, Karaagaç, 2015) and some researchers think that L1 in L2 classroom hinders learning

and deprives learners from the exposure to the second language (Almoayidi, 2018).

Problem Statement

A lot of research has been done in different universities worldwide on whether the

student’s mother tongue should be used in EFL/ESL classrooms or not, approaching it in

several distinct ways. Some of the perspectives, in the case of students, are concerning the

amount of L1 use by students in classrooms (Lopez Diaz, 2019; Ekmekç, 2018;

Kavaliauskienė Galina et al, 2010; Paker, T., & Karaağaç, Ö.,2015)​, the reason for them to

use it (Lopez Diaz, 2019; ​Mora, Lengeling, Rubio, Crawford & Goodwin, 2011)​, the

relationship between the proficiency of the student and the use of his/her native language in
class (Kavaliauskienė Galina et al, 2010)​,​ ​the attitude of the learner towards using it

(Ekmekçi, 2018; ​Mora Pablo et al 2011; Kavaliauskienė Galina, et al, 2010; Paker, T., &

Karaağaç, Ö., 2015, Samani, S. K., & Narafshan, M. H., 2016)​, the opinion of the learner

regarding teachers’ use of the language (Ekmekçi Emrah, 2018), and their own understanding

of the implications of the use of L1 in class (Soheila & Narafshan, 2016; Turan & Özlem,

2015). At the same time, some studies have aimed to determine how many teachers use their

students’ first language in class (Ekmekçi Emrah, 2018; ​Kavaliauskienė Galina et al​, 2010;

Alshehri, 2017)​ for what particular activities or purposes they use it (Ekmekçi Emrah, 2018;

Mora Pablo et al, 2011; Alshehri, 2017; Paker, & Karaağaç, 2015; Samani & Narafshan,

2016),​ the amount of the usage in regards to the level of the student (Kavaliauskienė Galina

et al, 2010), and their attitudes toward the L1 usage in classrooms (​Mora Pablo et al, 2011;

Alshehri, 2017; Paker & Karaağaç, 2015).

All these perspectives and others, have shown a wide range of results on the topic,

giving us a lot of both quantitative and qualitative. It has given us a clear picture on how

such topic is viewed from the teachers and the students, as well. All these studies, in a way or

another, and with minor variations, have shown that there is always a justification for

students and teachers to turn to their native language while in class. Among the most

common reasons are: to explain grammar, to build rapport, to understand the meaning of new

words, to make themselves clear, to express cultural and linguistic identity, and other social

and pedagogical purposes.

 However, in the Dominican Republic, little has been investigated in the different

schools that are either bilingual or public/private schools where English is taught as a foreign

language. Nor has it been done at universities where English is taught (be it technical, regular

or immersion) in their educative curriculum. So far as 2019, there is only one study recorded

in a school in Santo Domingo (Lopez-Diaz, 2019), which analyzed what percentage of

students admitted using Spanish in class, even though it was in a school teaching immersion

English, where the use of L1 in class or even in the school premises is strictly prohibited

(Mescyt, 2015). In his research, he sheds light on the number of students who use L1 in class,

as well as the reasons why they use it. However, it is only oriented to students who attend this

special immersion program.

As to regular programs where fewer hours are taught weekly, no researches of the same type

have been conducted. It’s like a piece of the puzzle that we are missing because the students

who attend regular programs are more diverse. In the regular programs, there are students

with bachelor degrees, university students, high school students, and even students with

master degrees in other areas. It is of paramount importance to analyze these students’

perspectives on the teaching way that is used at the schools they attend for learning English.

Purpose Statement

The general purpose of this research study is to determine the reasons why students

and teachers use their first language in class, and how frequently they do it. From there, We

also want to investigate more specifically how L1’s reason to be used varies depending on the

purpose, and how the use of L1 varies depending on the level and age of the student.

Besides, we are going to examine the students and teachers’ perspectives and attitudes

towards the use of their mother tongue in class. We are not looking to determine which
methodology is the most suitable or not, but to start using one that best fits the necessity of

the learners and teachers at the same time.

Research questions

What we want to answer in general is why students and teachers use L1 in class and

their attitudes towards it. We will seek to answer the following questions:

“What do you use L1 in class for (grammar, vocabulary, rapport, comparison, bonding,

etc)?”

“When do you need to use L1 the most? (grammar, vocabulary, rapport, comparison,

bonding, etc)?”

“Do you think it is always helpful to use L1 in class?”

“In which cases do you agree that a teacher should use L1?”

Justification

These questions will give us results on the percentage of L1 usage for every choice

presented, as well as when students and teachers consider the L1 use correct. Also, how they

feel about about using it. This study will give us a real opportunity to listen to what students

and teachers in the regular programs have to say about the implementation of the above

mentioned-methodology of teaching the language, and also give the institutions the chance to

come up with steps that allows to create a more effective teaching program that goes in

accordance to students’ beliefs, while at the same time having a different perspective towards

the debate of the L1 usage or non-usage in EFL classrooms.

 CHAPTER II

Literature Review

In places where languages are taught, it is easily to come across a​ ​discussion in

regards to what methodologies should be used depending on teachers and students. It’s also

true that several factors can either represent a setback or advantage along the acquisition of a

second or foreign language.​ ​Agents such as the student’s age and motivation, the teacher’s

methodology, or the content being taught can directly influence the learning of a language

(Savran-Celik, S. & Aydin, S., 2018). Among these factors mentioned above, it’s well known

that using or not using the native language of the student or teacher in class has been a source

of debate and controversy among teachers and language schools in general (​Almoayidi, K.

A., 2018)​. In this review of literature, we are going to focus specifically on the reasons why

both students and teachers make use of their first language (L1) in class, and their attitudes

and beliefs towards the use of it. Within this context of research, it’s important to add

information on the number of students/teachers who use L1 in class, and also how they feel

about using it. This will be done in hopes of giving a clear idea on the diverse findings about

the beliefs and perspectives from both students and teachers on this matter.

​Students’ First Language Use and Attitudes Towards it

Number of students who use native language in class. ​Despite the fact that various

methodologies like the Direct or Audio lingual methods do not allow the use of L1 in

class, the number of students that use it is considerable and high enough to pay

attention to it. In general, the majority of students make use of their first language in

class (Lopez Diaz, 2019; Ekmekçi Emrah, 2018). Some even say it's an inseparable
 part of language teaching where both the teachers and the learners have the same

mother tongue (Paker, 2015). Researches show that the amount or frequency in which

L1 is used may vary depending on different factors, such as how similar L1 and the

target language (L2) are, content being taught, and the proficiency of the student.

Variation of L1 use in relation to the similarity between L1 and L2

The frequency of L1 use can change depending on how similar it is to the target

language. One study in Ondokuz Mayıs University in Turkey, where there were two hundred

and seventeen English, French and German preparatory class students participating, revealed

that the vast majority of the students agreed to the use of L1 in class. However, it also showed

that there was a statistically significant difference between English and German language

students and between French and German language students with regard to L1 use in the

foreign language classrooms (Ekmekçi Emrah, 2018). In other words, and to put it more

clearly, German language students were in favor of L1 use in more cases than English and

French language students. The common native language was Turkish, and they were all

students of a foreign language. The only difference was the language they were trying to

learn. From this observation, we can conclude that what made them want to use L1 more in

the German class was the fact that Turkish shares less vocabulary with German than with

English or French. According to the​ ​Turkish Language Association​ (2007), English and

French share more words with Turkish. Out of the ​104,481 words in the Turkish language,

4974 come from French, 538 from English, and only 85 from German.
L1 use related to the content taught in class

Some variations have also been found when taking into consideration the subject in

which the target language is being taught. A study in Mykolas Romeis University, Lithuania,

showed that students who study penitentiary law and social work are more likely to use their

mother tongue than students who study psychology (​Kavaliauskienė Galina et al, 2010). A

way to explain this can be the fact that some areas of knowledge, such as medicine,

technology, science and others, share more similarities than other subjects. This may be an

important factor on the student’s or teacher’s use of L1 in class.

​L1 and the proficiency of the student

The study done at Mykolas Romeis University, Lithuania, showed that the amount of

L1 usage in the ESL/EFL classrooms is usually determined by the level of the students

(​Kavaliauskienė Galina et al, 2010)​. Also, a study in Ondokuz Mayıs University in Turkey

found that the upper intermediate level reflected a lower score when it came to using their

mother tongue in class, which showed that the use of L1 fell down as the level increased

(Ekmekçi Emrah, 2018). L1 is mostly used with the early stages of proficiency levels (Cole,

1998). Also, he claims the best use of L1 is with the beginning and low level students. We

can therefore conclude from these researches that the lower the level, the higher number of

words and expressions that are used during classes. On the other hand, researches have tried

to find out if there is any correlation between the teacher’s level of education and the amount

of L1 they use, but the study by Emrah Ekmekçi (2018), showed that there was no

statistically significant difference regarding instructors’ educational background the degree

the instructors held such as BA or MA and the year of experience they had.
Reasons for Using Native Language in Class

Studies have shown that students use L1 while in EFL classrooms; it’s not a small

percentage, but most of them. Learners, in general, give reasons to justify the breaking of

what is a strict rule in some institutions, where a behavioristic approach is used in their

methodologies. This reality leads to the following question: “Why do students use L1 in

class?” Researches have shown very similar results in regards to the most common reasons

for students to use their first language in class. Some of those reasons are to clarify

information, when prompted by their partners, or to explain new concepts, the meaning of

new words (Lopez-Diaz, 2019). Other reasons found are to ​explain instructions and grammar,

and also as socialization tool (Mora Pablo et al, 2011). For the most part, all of these reasons

indicate that L1 is used as a learning strategy during their classes.

L1 use for new vocabulary/concepts

It’s common, sometimes even natural, for students to use their native language in

situations where they or their partners do not understand a new concept in the target

language. ​The L1 plays a secondary role by helping students to anchor L2 concepts to the L1

through use of loan-words, translation activities, and code-switching within storytelling

activities (Meyer, 2008). Also, L1 vocabulary allows learners to use the language which they

may not yet possess in L2 "to process ideas and reach higher levels of understanding. This

applies both to social talk between partners and private talk intended for the learner alone"

(Morahan, 2010). A study by Lopez Diaz (2019) in a school of Santo Domingo, where

immersion English is taught, showed that 65.8% of students used L1 for checking meaning of

new concepts, that is to say, new words or vocabulary. Another study recorded and

transcribed interviews done to students in the University of Guanajuato, Mexico. These were
answers from three different students: “I use Spanish when I do not understand a phrase or

structure to learn more. When I have enough vocabulary I do not speak Spanish.”, “Well, we

need it (L1) a lot, because there are phrases and sentences that we cannot easily understand.

We need to speak a minimum of Spanish to advance in our target language. I use it (L1)

when I have a vocabulary doubt and it is necessary when the teacher is explaining grammar

because it is easier to understand.”, “When I use it, it is because I cannot find the right word

in the foreign language…that I get the impression I am wasting time”. In general, researches

suggest that one of the many triggers of first language use in the classroom is the lack of

vocabulary and knowledge in the target language (Koronkiewicz, 2018), as we can see in

these studies mentioned above.

L1 use for explaining grammar

A majority of students use L1 when they are exposed to a difficult grammar point

(Ekmekçi Emrah, 2018). Also, they consider L1 to be a learning aid for grammar (Mora

Pablo et al, 2011). When a grammar point is translated from L2 to L1, or vice versa, the

student can compare both languages’ structures in order to identify the differences between

one and the other. In that case, it wouldn’t be just a mere literal interpretation of the words,

but more of a critical exercise. In fact, translation holds a special importance at an

intermediate and advanced level: in the advanced or final stage of language teaching,

translation from L1 to L2 and L2 to L1 is recognized as the fifth skill and the most important

social skill since it promotes communication and understanding between strangers, also if

students are aware of the differences, language interference is likely to be reduced (Ross

2000).
Students’ Attitudes Towards the Use of Native Language in Class

Besides exploring the number of students who use their first language in class and

also the reasons behind it, it is also very important to have an understanding of their attitude

towards it, or in other words, how they feel about using it. This will show us a clearer picture

of the implications L1 has on students’ beliefs in regards to the acquisition of the target

language. Students in general, are for the most part positive about using their native language

in class, or about the teacher using it. (Mora Pablo et al, 2011; Kavaliauskienė Galina et al,

2010; Paker, T., & Karaağaç, Ö., 2015). However, they are still aware of the importance of

L2 exposure and thus avoid it more and more as they gain more proficiency (Paker, T. &

Karaağaç, Ö., 2015). On the other hand, some students could even question or wonder why

their teacher makes use of L1, and not see it as something positive (Samani, S. K., &

Narafshan, M. H., 2016).

Students’ positive attitudes toward L1 use in class

Students generally see the use of their mother tongue in class as a positive thing.

Some even think it is a big necessity to use it while trying to learn a new language (​Paker, T.,

& Karaağaç, Ö., 2015).A study carried out at the Islamic Azad University in Kerman, Iran

(Samani & Narafshan, 2016), gives us a deeper inside on the student’s attitudes towards

code-switching in class. They found that 110 students (50.3%) believed that teachers’

code-switching can enhance student learning, 31 (14.2%) believed that teachers’

code-switching can enhance students' motivation, 23 students (10.5%) believed that teachers’

code-switching can make an emotional relationship between the teachers and the students,

and 36 students (16.4%) believed that teachers’ code-switching can reduce the students' stress

at exams. Thus, more than half of the students (50.3%) believed that teachers should code
switch from English to Farsi to enhance students' understanding. As these studies show, a

majority of students agree on using L1 in class, and they have strong beliefs the positive

influence of it on the learning of the target language.

Students avoiding the use of L1

Some students understand the importance of using L2 in class as much as they can.

They might even end up not liking the use of L1 in class at all (Mora Pablo et al, 2011).

However, this attitude is mostly seen in students at higher levels where they have gained

some vocabulary that allows them to communicate better. It’s also known that L1 use varies

according to the proficiency of the student, so it is expected to see a decrease in the use of it

as the student moves up from one level to the next.

Doubts in regards to teachers’ use of L1

Besides finding out what the beliefs of the learners are, it’s also important to know

how they feel about their teacher’s using of their native language in class. It would represent

an important piece of their whole perspective towards the matter in discussion. Samani &

Narafshan (2016) found that a small number of students (2.7%), at the Islamic Azad

University, believed that the teachers code switch in order to hide their lack of knowledge.

This could be a negative or maybe just doubtful attitude towards code-switching in class,

since students themselves, commonly use L1 when they are lacking vocabulary in the target

language.
Teachers’ First Language Use in Classroom and Attitudes Towards it

The debate about whether using L1 in class or not, or to what extent it should be used,

is not something that started now. Actually, since the development of methods like the

grammar translation, audio lingual, or direct methods, one of the main topics of controversy

is the role of L1 in the acquisition of a new language. Schools and teachers usually have

divided opinions about this, thus decide to use the methodology that goes in accordance with

their beliefs. Also, another group of teachers combine methods, using what they consider

best from the methods they work with. In some cases, the use of L1 in EFL/ESL classrooms,

is even considered taboo (Paker, Karaagaç, 2015), and that’s probably because of the

popularity of certain methods in the language-teaching community. Here, we are going to

explore that number of teachers who make use of L1 in class while teaching the target the

language, the reasons why, and also their perspectives or attitudes towards it.

Number of teachers who use L1 in EFL/ESL classrooms

It’s well known that teachers will or will not use their or their students’ native

language in class, depending on their preferred method or methods. That automatically leads

to an important number of teachers will agree with students using L1 in class, and also

themselves making use of it. Actually, many teachers recognize that L1 in the classroom is

a positive representation of inter-language. The data on inter-language and language transfer

show that it is highly probable that L2 learners will always think most often in their L1, even

at the advanced level (Mahmoud, 2006). Ekmekçi Emrah (2018) found out that most

instructors were usually in favour of using L1 for explaining grammar, providing feedback
and clarification, negotiating the syllabus, announcing administrative issues, dealing with

discipline problems, building rapport with learners, and making contrasting between L1 and

L2. On the other hand, ​Alshehri (2017) provides some statistical findings on the use of L1 by

teachers. His research revealed the following: 21% of instructors use only English, 58%

sometimes use mother tongue, 8% – frequently, 7% – most of the time, 6% – about half the

time. We can see that besides the 21% of teachers who only use english in class, the

remaining 79% uses it, be it with a lower or higher frequency. The above-mentioned studies

agree that a majority of teachers turn to L1 usage when they are teaching L2.

Teacher’s reasons for using L1 in class

Language instructors, based on their beliefs regarding teaching methodologies, justify

the use of L1 in EFL/ESL classrooms. Among the reasons they give we have the following

ones as the most frequently found in researches: to explain vocabulary and grammar, develop

rapport and a good classroom atmosphere, which is the most common one of all in studies

(Saxena, 2009;Al-Nofaie, 2010; Bateman, 2008), also to explain meanings, to clarify, and to

give instructions. Another reason found is also the course level of the student (Mora Pablo et

al, 2011). This is said to have an influence on the extent to what L1 is used by the teacher.

Moreover, it is used in some cases in order to talk about administrative information (course

policies, announcements, deadlines, etc.), or to talk about the exams (Paker, T., & Karaağaç,

Ö. , 2015). Another way teachers use L1 in class is to do translation activities. Some think it

can be a good exercise in order for the student to make comparisons between one language

and the other. Translation is sometimes referred to as the fifth language skill alongside the

other four basic skills (listening, speaking, reading, writing):“Translation holds a special
importance at an intermediate and advanced level: in the advanced or final stage of language

teaching, translation from L1 to L2 and L2 to L1 is recognized as the fifth skill and the most

important social skill since it promotes communication and understanding between strangers”

(Ross, 2000). However good the students are at understanding authentic reading or listening

materials, the majority keeps mentally translating from L2 into L1 and vice versa. This fact

makes teachers of foreign languages aware of the importance of translation in language

classrooms (Kavaliauskienė Galina et al, 2010).

Teachers’ Attitudes Towards the Use of Native Language in Class

The way teachers feel towards using L1 in class in an important factor on the reasons

why they use it. Their justifications to use the student’s first language in class derives from

the beliefs they have on the certain methodology they use. However, it can also influence on

the reason why they do not use L1 in class. Studies have found different opinions in regards

to the use or non-use of the student’s native language in class. The opinions here will be

divided in positive and negative perspectives about it.

Positive attitude concerning L1 use in class

In general, teachers who use L1 or allow the use of it by students, consider it a

learning aid or pedagogical tool. The most common reasons they use it are a reflection of this

intention​. ​Alshehri (2017) found that the majority of teachers (about 90%) allowed L1 use at

certain points of the lesson, while at the same time about 90% thought that English should be
the main language used in class. Besides, almost 70% of teachers believed that L1 helps their

students to express their cultural and linguistic identity. Other findings were the following:

most teachers are in agreement with three points: (1) learners like using their L1 (which has

the highest percentage at 92%), (2) L1 use reduces students’ anxiety levels (83.8%), which

are both emotional responses, and (3) students can relate new L2 knowledge to their existing

L1 knowledge, such as with grammar, and make connections between the two – which relates

to cognitive skill. Another group of teachers consider L1 a way to save time and avoid

lengthy explanations when students do not understand a concept (​Mora Pablo, 2011).

However, there is disagreement among teachers in regards to whether this reason is seen

positive or not (Alshehri, 2017).

Other views of L1 by language instructors

Some teachers disagree with the use of L1 in language classrooms. They generally

think of L1 as a negative influence in the acquisition of the target language. There is,

however, different ways to examine the negative views on this matter. On one hand, we have

the specific moments in which L1 use is considered wrong. This is from teachers who make

use of L1, but under certain circumstances, such as students at the beginning levels, and other

reasons referred to previously. On the other hand, some scholars (Duff and Polio, 1990;

Auerbach, 1993; Macaro, 2001, 2005; Inbar-Lourie, 2010; Hall & Cook, 2012) are against

the use of L1 and advocate the target language only policy arguing that monolingual

classrooms enhance intercultural competence of students and students have the opportunity of

maximum exposure to the target language. They state that separation and distinction of L1
and L2 lead to successful learning and using L1 in teaching L2 is an obstacle for language

learning; hence, it should be abandoned at all costs (as cited in Taşkın, 2011). Last but not

less important, Alshehri (2017) found that fewer teachers, about 36%, thought that L1 should

be used with larger classes, but not smaller ones. Also, 67% of teachers agreed that their

pre-service teacher training (TT) discouraged L1 use. Around half of the teachers, however,

were aware that there is current discussion about L1 use in ELT research and at ELT

conferences. Mora et al (2011) found that most teachers considered excessive use of L1 as

negative. Another group of teachers makes use of the student’s first language, but they feel

guilty about doing this. Alshehri (2017) found that 52.38% of the teachers reported feeling

guilty when using L1 in the EFL classroom. Paker, T., & Karaağaç, Ö. (2015) think teachers

shouldn’t feel guilty when they use L1 under the circumstances generally considered

appropriate.

CHAPTER III

Methods

We are going to use both quantitative and qualitative data. A quantitative study in this

research will provide us accurate information in regards to the use of Spanish in EFL

classrooms. It will show us what percentage of students use or need Spanish for each of the

purposes presented in the questions. Convenience sampling type will be used in the study.

Dörnyei (2007) states that convenience sampling provides researchers with the opportunity to

select the members of the target population for the purpose of the study if they meet certain

practical criteria. We are trying to determine the most common reasons for learners to use L1

in class, and as it has been investigated by other studies before, the reasons provided are the
ones found in most schools where a research has been carried out. As to the last two

questions, a qualitative research will be performed in order to gain an insight into students’

perspectives about the use of L1 by teachers and their classmates. Qualitative research “seeks

to understand the meanings and significance of actions from the perspective of those

involved” (Richards, 2003, p. 10)

Participants

The participants will be 65 teenage and adult students taking English in a regular

program. That will include men and women between the ages of 13-50 or older. These

students have different occupations, social class and levels of education, so that will allow us

to have a clear picture of their perspectives.

Instruments

For the quantitative study, we are going to employ a questionnaire for students

developed by Hashemi and Sabet (2013). The questionnaire is going to have 5 different items

with 4-point Likert-type scale. The students are going to rate from 1 (strongly agree) to 5

(strongly disagree). This questionnaire will be completed by 50 students of all ages and

levels.

As to the interviews for the qualitative study, they will be transcribed and translated, we will

ask them specific questions regarding the themes that will be researched. We will use thick

description, taken from the philosopher Gilbert Ryle in his parody of the two boys winking;

as such, we will follow the formal definition by Denzin (1994): A thin description simply

reports facts, independent of intentions or circumstances. A thick description, in contrast,

gives the context of an experience, states the intentions and meanings that organized the

experience, and reveals the experience as a process. (p. 505)

Data Collection procedures

For the questionnaire, we will use a facebook poll. The students will be provided with

the link in order to access and from there answer the questions. 50 students are going to

answer the questionnaire. As to the interviews, they will be done in person to each of the

students, recording them with a mobile phone, and storing it in a personal computer. The

interviews will be also done to half of the students.

Data analysis strategies

Each of the items in the questionnaire will be analyzed in percentages. For example,

what percentage of students strongly agreed (5) with certain item, what percentage strongly

disagreed (1), etc. As for the interviews, the students will be provided with specific questions

about the themes that emerge from the participants, and their answers will be recorded and

later transcribed and presented in the results.

References

http://ctc.gob.do/recursos/wp-content/uploads/2016/10/Programa-Ingles-por-in

mersion.pdf

Bjork, D. W. (1997). BF Skinner: A life. American Psychological Association.

Berlitz, M. D. (1888). The Berlitz method for teaching modern languages:

English part (Vol. 1). Siegfried Cronbach.

Diaz, A. L. (2019). Spanish use in the English classroom: a study of Dominican

students in an English-only environment. Beyond Words, 7(1), 20-30.

Paker, T., & Karaağaç, Ö. (2015). The use and functions of mother tongue in

EFL classes. Procedia-Social and Behavioral Sciences, 199, 111-119.

Almoayidi, K. A. (2018). The effectiveness of using L1 in second language

classrooms: A controversial issue. Theory and Practice in Language Studies,

8(4), 375-379.

Alshehri, E. (2017). Using Learners' First Language in EFL Classrooms.

IAFOR Journal of Language Learning, 3(1), 20-33.

Ekmekçi, E. (2018). Target versus Native Language Use in Foreign Language

Classes: Perspectives of Students and Instructors. International Education

Studies, 11(5), 74-84.

Kavaliauskienė, G., Mažeikienė, V., & Valūnaitė-Oleškevičienė, G. (2010).

Role of native language in learning English. Santalka, 18(2), 35-42.

Mora Pablo, I., Lengeling, M. M., Rubio Zenil, B., Crawford, T., & Goodwin,

D. (2011). Students and teachers' reasons for using the first language within the
foreign language classroom (French and English) in Central Mexico. Profile

Issues in Teachers Professional Development, 13(2), 113-129.

Samani, S. K., & Narafshan, M. H. (2016). Students’ strategic reactions to the

role of native language as a medium of instruction in English classrooms.

Journal of Language Teaching and Research, 7(4), 716-723.

Çelik, Ş. S., & Aydın, S. (2018). A Review of Research on the Use of Native

Language in EFL Classes. The Literacy Trek, 4(2), 1-14.

***Turkish Language Association (2007)

Cole, S. (1998). The use of L1 in communicative English classrooms. The

Language

Teacher, 22(12), 11-13. Retrieved May 10, 2008 from

http://www.jaltpublications. org/tlt/files/98/dec/cole.html
Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom.

Koronkiewicz, B. (2018). Acquiring L1-English L2-Spanish Code-Switching:

The Role of Exposure to Language Mixing. Languages, 3(3), 26.

Nazary, M. (2008). The role of L1 in L2 acquisition: Attitudes of Iranian

university students. Novitas-Royal, 2(2).

Chimbutane, F. (2013). Codeswitching in L1 and L2 learning contexts: insights

from a study of teacher beliefs and practices in Mozambican bilingual education

programmes. Language and Education, 27(4), 314-328.

Al, H. (2010). The attitudes of teachers and students towards using Arabic in

EFL classrooms in Saudi public schools-a case study. Novitas-Royal, 4(1).

Bateman, B. E. (2008). Student teachers' attitudes and beliefs about using the

target language in the classroom. Foreign Language Annals, 41(1), 11-28.

Ross, N. J. (2000). Interference and intervention: Using translation in the EFL

classroom. Modern English Teacher, 9(3), 61-66.

Duff, P. A., & Polio, C. G. (1990). How much foreign language is there in the

foreign language classroom? Modern Language Journal, 74(2), 154–166.

https://doi.org/10.2307/328119

Auerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL

Quarterly, 27(1), 9-32

Macaro, E. (2001b). Analysing student teachers’ codeswitching in foreign

language classrooms: Theories and decision making. Modern Language Journal,

85(4), 531–548.
Inbar-Lourie, O. (2010). English only? The linguistic choices of teachers of

young EFL learners. International Journal of Bilingualism, 14(3), 351-367.

Hall, G & Cook, G 2012, 'Own-language use in language teaching and learning',

Language Teaching, vol. 45, no. 3, pp. 271-308.

https://doi.org/10.1017/S0261444812000067

TAŞKIN, A. (2011). Perceptions on using L1 in language classrooms: A case

study in a Turkish private university (Doctoral dissertation, MIDDLE EAST

TECHNICAL UNIVERSITY).

CAMPILLOS, A. B. R. (2010). Dörnyei, Z.(2007). Research Methods in

Applied Linguistics. Oxford: Oxford University Press. ISBN-13:

978-0-19-442258-1. 336 páginas. Edición en inglés. marcoELE. Revista de

Didáctica Español Lengua Extranjera, (11*), 1-10.

Kisin, N. (2015). RICHARDS, KEITH.(2003). QUALITATIVE INQUIRY IN

TESOL. HAMPSHIRE: PALGRAVE MACMILLAN. Методички видици,

6(6), 261-264.

Hashemi, S. M., & Sabet, M. K. (2013). The Iranian EFL students’ and

teachers’ perception of using Persian in general English classes. International

Journal of Applied Linguistics and English Literature, 2(2), 142-152.

Guba, E. G., Lincoln, Y. S., & Denzin, N. K. (1994). Handbook of qualitative

research. Califónia: Sage, 105-117.

ADD APPENDIXES SECTION

WRITE AN INTERVIEW

WRITE THE LINKERT QUESTIONNAIRE.