Strategic First Language Use in EFL Across Proficiency Levels: Teacher and Student Perspectives

The study examines the attitudes of English preparatory program students and instructors toward the strategic use of first language (L1) in a Turkish foundation university, focusing on variation across proficiency levels and teaching experience. A Likert-scale questionnaire including an open-ended metaphor task was administered to 120 students and 15 instructors. Semi-structured interviews were subsequently conducted with 12 students and 5 instructors. Quantitative analyses revealed generally positive support for selective L1 use, particularly at A1 and A2 levels for grammar explanation, task clarification, and anxiety reduction. Significant differences were found across proficiency levels, with support decreasing as proficiency increased. Due to the small teacher sample, teacher questionnaire data were interpreted descriptively and contextualized through qualitative interview findings. The data revealed that the instructors positioned their language use practices differently as a function of professional experience and institutional expectations. Metaphor responses highlighted how differently learners conceptualized L1 use according to proficiency level. Lower-level students often cited emotional or cognitive support while higher-level students suggested a more limited and strategic use. The findings revealed that L1 use attitudes are contextually dependent and largely learner proficiency-driven. Teaching experience and institutional norms shape how L1 use is negotiated in preparatory EFL contexts.