EFFECTIVE METHODS IN EFL: UNIVERSITY TEACHERS’ BELIEFS AND PRACTICES REGARDING THE FIRST LANGUAGE USE

The issue of using first language (L1) in foreign language classrooms has been controversial, with experts and practitioners expressing opinions ranging from demands to exclude L1 to its integration. This study addresses this gap and investigates university teachers’ beliefs and practices of L1 use in EFL. The study utilized a mixed-method research design to gather quantitative and qualitative data via an online survey. The participants are EFL university teachers (No. = 32) from Ukraine who provided informed consent to complete a survey in December 2024. The analysis employed median (Mdn) and Inter-Quartile Range (IQR) on a five-point Likert scale to demonstrate prevalent choices and levels of agreement among respondents. The strong endorsement of L1 usage among participants indicates its potential benefits in EFL environments, yet the significant number of those hesitant or opposed suggests a need for ongoing dialogue about its role. While many educators see L1 as a valuable resource for enhancing language learning, there is some variation in the strength of their opinions on its use. Overall, the findings show that L1 is regularly used in EFL lessons, suggesting a lack of substantial disagreement among educators regarding the extent of its incorporation in teaching. The data indicates that most university teachers tend to periodically integrate L1 into their instruction, while a notable minority prefers a strictly English-only approach. University teachers generally support a moderate use of L1 among their students, acknowledging its value in the learning process while also emphasizing the importance of L2. The findings reflect educators’ nuanced perspective on finding an optimal balance between encouraging English language use and permitting students to use L1 for assistance or clarification in EFL lessons. University educators recognize the benefits of incorporating L1 into EFL teaching, as it enhances comprehension and learning efficiency. However, concerns were noted by half of the respondents, who believe that reliance on L1 could lead to dependency on it and potentially impede students’ progress in English.