Teachers’ Perceptions and Practices of Using L1 (Arabic) in EFL Classrooms at UTAS-Salalah

Abstract

Using the first language (L1) in teaching English as a foreign language (EFL) has been debatable for decades. Therefore, this study draws on prior research and investigates teachers’ perceptions and the use of Arabic (L1) in EFL classes in the Sultanate of Oman. A sample of 45 EFL teachers, chosen from the English Language Unit, Center for Preparatory Studies at the University of Technology and Applied Sciences (UTAS)-Salalah, answered a 5-point Likert scale questionnaire. It was distributed as a Google form to collect data. The dataset was analyzed statistically using SPSS (Version 26.0). The study findings showed that the EFL teachers at the English Language Unit have positive perceptions towards using L1 in EFL teaching, especially for translation purposes. Besides, a positive correlation value (r= .826**) was found between perceptions and practices of L1 in the EFL classes. In addition, the findings showed no significant differences between the groups, neither in perceptions of nor in practices of L1 in the EFL classroom (p.>.05). Based on the findings, the study provides some important recommendations and implications for EFL teachers in Omani EFL settings and can be useful in other similar contexts.