Factors related to the desire for L1 support in the EFL classroom

Authors

Paul Joyce, Kindai University, Osaka, Japan Kindai University, Department of Law, 3-4-1 Kowakae, Higashiosaka-shi, Osaka, JAPANFollow
Hans von Dietze, Peace Lutheran College, Cairns, Australia
Alison von Dietze, St. Andrews Catholic College, Cairns, Australia
Brian McMillan, Stonepark Intermediate School, Prince Edward Island, Canada

Publication Date

2021-07-01

Abstract

This study investigated the issue of L1 use in the L2 classroom from the students’ perspective. Specifically, the focus of this study was on the characteristics of learners who desired L1 classroom support in their L2 learning. For the purposes of the study, a convenience sample of 380 Japanese university-level EFL participants completed a series of questionnaires and an L2 proficiency test. After the data had been subjected to descriptive and inferential analysis, the results suggested that L2 proficiency could be the strongest predictor of desire for L1 support in the EFL classroom, followed by L2 ambiguity tolerance and L2 learning motivation, respectively. Moreover, gender was not found to be a statistically significant variable. It was concluded that in order to promote a fruitful match between the students’ learning style and the teacher’s instructional methods, an English only EFL classroom is not always suitable in the Japanese context.

DOI

10.58837/CHULA.PASAA.62.1.6

First Page

142

Last Page

172

Recommended Citation

Joyce, Paul; von Dietze, Hans; von Dietze, Alison; and McMillan, Brian (2021) "Factors related to the desire for L1 support in the EFL classroom," PASAA: Vol. 62: Iss. 1, Article 6.
DOI: 10.58837/CHULA.PASAA.62.1.6
Available at: https://digital.car.chula.ac.th/pasaa/vol62/iss1/6