Research Article
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Investigating University Students’ Perceptions About Two Different Cases of Foreign Language Courses

Year 2021, Volume: 8 Issue: 4, 12 - 27, 31.10.2021

Abstract

This study investigates university students’ perceptions of two different cases of foreign language courses conducted in L1&L2 and in only L2. This qualitative study was conducted as a multiple case study. The data were obtained via a a semi structured form and analysed through content analysis. The study mainly revealed the students had overwhelmingly positive feelings about the courses in only L2 as in the second case. They explained some (dis)advantages about both cases of the courses in terms of efficiency, contribution to their vocabulary/grammar knowledge and listening /speaking skills. The frequency levels of both advantages and disadvantages regarding both cases stated by the students were so close. Based on the findings, it can be suggested that a student-teacher driven policy should be implemented to assist the process in using L1 appropriately and necessarily based on the students’ perceptions and preferences.

References

  • Afzal, Z. (2013). Using of the First Language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Sciences, 4(7), 1846-1854.
  • Al Sharaeai, W. (2012). Students’ perspectives on the use of L1 in English classrooms [Unpublished doctoral dissertation]. Iowa State University.
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
  • Atkinson, D. (1993). Teaching monolingual classes. Longman Group UK Limited.
  • Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly,27(1), 9-32.
  • Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The effect of anxiety on Iranian EFL learners' speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754.
  • Bailey, K. M. (2005). Practical English language teaching: Speaking. McGraw-Hill. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-556.
  • Bicer, N. (2017). Türkçenin yabancı dil olarak öğretiminde ana dilinin etkisi. Turkish Studies, (12)14,1308-2140.
  • Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216-235. https://doi.org/10.1093/applin/amn051
  • Brown, H. D. (2000). Principles of language learning and teaching. Pearson.
  • Burden, P. (2000). The use of the students' mother tongue in monolingual English "conversation" classes at Japanese universities. Language Teacher-Kyoto-Jalt-, 24(6), 5-10.
  • Butzkamm, W. (1998). Code-switching in a bilingual history lesson: The mother tongue as a conversational lubricant. International Journal of Bilingual Education and Bilingualism, 1(2), 81-99.
  • Campbell, S. (2009). Comparative case study. In A. Mills, G. Durepos, & E. Wiebe (eds.) Encyclopedia of case study research (pp.174-175). Sage Publishing.
  • Celik, S. (2008). Opening the door: An examination of mother tongue use in foreign language classrooms. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 75-85.
  • Cianflone, E. (2009). L1 use in English courses at university level. ESP World Journal, 8(22), 1-6.
  • Cole, S. (1998). The use of L1 in communicative English classrooms. The Language Teacher, 22(12). Retrieved from http://www.jalt-publications.org/tlt/files/98/dec/cole.html
  • Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford University Press.
  • Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 7(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402
  • Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Merrill Publishing.
  • De La Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742-759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
  • Debreli, E., & Oyman, N. (2016). Students’ preferences on the use of mother tongue in English as a foreign language classroom: Is it the time to re-examine English-only policies? English Language Teaching, 9(1), 148-162. http://dx.doi.org/10.5539/elt.v9n1p148
  • Dujmović, M. (2007). The use of Croatian in the EFL classroom. Metodički Obzori, 2(3), 91-101.
  • Edstrom, A. (2006). L1 use in the L2 classroom: One teacher’s self-evaluation. Canadian Modern Language Review, 63(2), 275-292. https://doi.org/10.3138/cmlr.63.2.275
  • Eisenhardt, K. M., & Graebner, M. E. (2007). Theory building from cases: Opportunities and challenges. The Academy of Management Journal, 50(1), 25-32.
  • Ekmekci, E. (2018). Target versus native language use in foreign language classes: Perspectives of students and instructors. International Education Studies, 11(5), 74-84.
  • Ellis, R. (2002). Second language acquisition. Oxford University Press.
  • Fernandez-Guerra, A. (2014). The usefulness of translation in foreign language learning: Students’ attitudes. International Journal of English Language & Translation Studies, 2(1), 153-170.
  • Franklin, C. E. M. (1990). Teaching in the target language: Problems and prospects. Language Learning Journal, 2,20-24.
  • Gabrielatos, C. (2001). L1 Use in ELT: not a skeleton, but a bone of contention. Bridges, 6, 33-35.
  • Gaebler, P. (2014). L1 use in FL classrooms: Graduate students’ and professors’ perceptions of English use in foreign language courses. The CATESOL Journal, 25(1), 66-94.
  • Galali, A., & Cinkara, E. (2017). The use of L1 in English as a foreign language classes: Insights from Iraqi tertiary level students. Advances in Language and Literary Studies, 8(5), 54-64.
  • Gass, S. (1996). Second language acquisition and linguistic theory: The role of language transfer. In S. W. Ritchie & T. Bathia (Eds.), Handbook of second language acquisition (pp. 317–345). Academic Publishing.
  • Grim, F. (2010). L1 in the L2 classroom at the secondary and college levels: a comparison of functions and use by teachers. Electronic Journal of Foreign Language Teaching, 7(2), 193-209.
  • Harmer, J. (2001). The practice of English language teaching. Longman Publishing.
  • Jafari, S. M. & Shokrpour, N. (2013). The role of L1 in ESP classrooms: A triangulated approach. International Journal of English and Education, 2(3), 90-104.
  • Kahraman, A. (2009). The role of the mother tongue in fostering affective factors in ELT classrooms. Journal of English as an International Language, 5, 107-128.
  • Kayaoğlu, M. N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(2), 25-35.
  • Kim, S. H. O., & Elder, C. (2008). Target language use in foreign language classrooms: Practices and perceptions of two native speaker teachers in New Zealand. Language, Culture and Curriculum, 21(2), 167-185. https://doi.org/10.1080/07908310802287574
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum Associates.
  • Kurt, G. & Kurt, M. (2015). Effect of mother tongue in foreign language teaching: the case of Arabic. International Journal of Languages’ Education and Teaching, UDES, 1125-1132.
  • Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching (3rd ed.)- Oxford Handbooks for Language Teachers. Oxford University Press.
  • Levine, G. (2011). Code choice in the language classroom. Multilingual Matters Publishing.
  • Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(01), 64-77. https://doi.org/10.1017/S0261444809990310
  • Lo, Y. Y. (2015). How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270-288.
  • Macaro, E. (2001). Analysing student teachers’ code-switching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85(4), 531–548. https://doi.org/10.1111/0026-7902.00124
  • Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring “optimal” use. In M. Turnbull& J. Dailey–O’Cain (Eds.), First language use in second and foreign language learning (pp.35-49). Multilingual Matters.
  • Mart, C. T. (2013). The facilitating role of L1 in ESL classes. International Journal of Academic Research in Business and Social Sciences, 3(1), 9-14.
  • Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum, 42(4), 20-25.
  • McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39, 251-263.
  • Miles, M. B. & Huberman, A. M. (2015). Qualitative data analysis: An expanded sourcebook. SAGE Publishing.
  • Miles, R. (2004). Evaluating the use of L1 in the English language classroom. University of Birmingham Publishing.
  • Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.
  • Navidinia, H., Mobaraki, M., & Farzaneh Malekzadeh. (2019). Investigating the effect of noticing on EFL students’ speaking accuracy. International Journal of Instruction, 12(1), 83-98.
  • Nazary, M. (2008). The role of L1 in L2 acquisition: attitudes of Iranian university students. Novitas-Royal, 2(2). Retrieved from http://www.novitasroyal.org/nazary.pdf
  • Norman, J. (2008). Benefits and drawbacks to L1 use in the L2 classroom. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. JALT.
  • Oflaz, Ö. (2009). Teachers and students’ views on using mother tongue in ELT classrooms (a case study at Gaziantep University) [Unpublished master’s thesis]. University of Gaziantep. Retrieved from http://www.tez2.yok.gov.tr
  • Oksuz, G. (2014). Interference errors which originate from the native language in Russian language teaching. Turkish Studies, (9)6, 843-857. http://dx.doi.org/10.7827/TurkishStudies.6581
  • Paker, T., & Karaağaç, Ö. (2015). The use and functions of the mother tongue in EFL classes. Procedia-Social and Behavioral Sciences, 199, 111-119. https://doi.org/10.1016/j.sbspro.2015.07.494
  • Park, E. S. (2013). Learner-generated noticing behaviour by novice learners: Tracing the effects of learners’ L1 on their emerging L2. Applied linguistics, 34(1), 74-98.
  • Patton, M.Q. (1999). Qualitative evaluation methods. Sage Publishing.
  • Peregoy, S. F., & Boyle, O. F. (2005). Reading, writing, and learning in ESL: A resource book for K12 teachers. Pearson/Ally & Bacon.
  • Piasecka, K. (1988). The bilingual teacher in the ESL classroom. In S. Nicholls & E. Hoadley-Maidment (Eds.), Current issues in teaching English as a second language to adults, (pp. 85-96). London: Edward Arnold.
  • Polio, C. G. & Duff, P. A. (1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78(3), 313-326.
  • Rice, P. L., & Ezzy, D. (1999). Qualitative research methods: A health focus. Oxford University Press.
  • Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65(2), 249-273. https://doi.org/10.3138/cmlr.65.2.249
  • Saengboon, S. (2010). Post-method pedagogy and Thai EFL teachers: opportunities and challenges. Retrieved from www.lscac.msu.ac/th/book/167.pdf
  • Sarıçoban, A. (2010). Should native language be allowed in foreign language classes? Eurasian Journal of Educational Research, 38, 164-178.
  • Schweers, C. W. (1999). Using L1 in the L2 Classroom. English Teaching Forum Online, 37(2), 6-13.
  • Spahiu, I. (2013). Using native language in ESL classroom. International Journal of English Language & Translation Studies, 1(2), 243, 248.
  • Stake, R. E. (1995). The art of case study research. Sage Publishing.
  • Stern, H.H. (1992). Issues and options in language teaching. Oxford University Press.
  • Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4, 251-274.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36-43. http://www.hkenglish.com/resources/blog/files/category-li-teaching.html
  • Turnbull, M. (2001). There is a role for the L1 in second and foreign teaching, but …. The Canadian Modern Language Review, 57(4), 531-538.
  • Unal, M., & Ilhan, E. (2017). A case study on the problems and suggestions in foreign language teaching and learning at higher education. Journal of Education and Training Studies, 5(6), 64-72.
  • Unal, M., & Ozdemir, M. Ç. (2008). The effect of cognitive readiness on the academic success of the students taking foreign language courses at faculties of education. Journal of KEFAD, 9(1), 13-22.
  • Vázquez, V. P. & Ordóñez, M. C. R. (2019). Describing the use of the L1 in CLIL: An analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22(1), 35-48. doi: 10.1080/13670050.2018.1511681
  • Weschler, R. (1997). Uses of Japanese in the English classroom: Introducing the functional-translation method. Kyoritsu Women's University Department of International Studies Journal, 12, 87-110.
  • Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 583–625.
  • Yin, R. K. (2003). Case study research: Design and methods. Sage Publishing.
  • Yuzlu, M.Y. & Atay, D. (2020). The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels. Journal of Language and Linguistic Studies, 16(2), 864-882. https://doi.org/10.17263/jlls.759330
Year 2021, Volume: 8 Issue: 4, 12 - 27, 31.10.2021

Abstract

References

  • Afzal, Z. (2013). Using of the First Language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Sciences, 4(7), 1846-1854.
  • Al Sharaeai, W. (2012). Students’ perspectives on the use of L1 in English classrooms [Unpublished doctoral dissertation]. Iowa State University.
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
  • Atkinson, D. (1993). Teaching monolingual classes. Longman Group UK Limited.
  • Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly,27(1), 9-32.
  • Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The effect of anxiety on Iranian EFL learners' speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754.
  • Bailey, K. M. (2005). Practical English language teaching: Speaking. McGraw-Hill. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-556.
  • Bicer, N. (2017). Türkçenin yabancı dil olarak öğretiminde ana dilinin etkisi. Turkish Studies, (12)14,1308-2140.
  • Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216-235. https://doi.org/10.1093/applin/amn051
  • Brown, H. D. (2000). Principles of language learning and teaching. Pearson.
  • Burden, P. (2000). The use of the students' mother tongue in monolingual English "conversation" classes at Japanese universities. Language Teacher-Kyoto-Jalt-, 24(6), 5-10.
  • Butzkamm, W. (1998). Code-switching in a bilingual history lesson: The mother tongue as a conversational lubricant. International Journal of Bilingual Education and Bilingualism, 1(2), 81-99.
  • Campbell, S. (2009). Comparative case study. In A. Mills, G. Durepos, & E. Wiebe (eds.) Encyclopedia of case study research (pp.174-175). Sage Publishing.
  • Celik, S. (2008). Opening the door: An examination of mother tongue use in foreign language classrooms. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 75-85.
  • Cianflone, E. (2009). L1 use in English courses at university level. ESP World Journal, 8(22), 1-6.
  • Cole, S. (1998). The use of L1 in communicative English classrooms. The Language Teacher, 22(12). Retrieved from http://www.jalt-publications.org/tlt/files/98/dec/cole.html
  • Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford University Press.
  • Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 7(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402
  • Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Merrill Publishing.
  • De La Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742-759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
  • Debreli, E., & Oyman, N. (2016). Students’ preferences on the use of mother tongue in English as a foreign language classroom: Is it the time to re-examine English-only policies? English Language Teaching, 9(1), 148-162. http://dx.doi.org/10.5539/elt.v9n1p148
  • Dujmović, M. (2007). The use of Croatian in the EFL classroom. Metodički Obzori, 2(3), 91-101.
  • Edstrom, A. (2006). L1 use in the L2 classroom: One teacher’s self-evaluation. Canadian Modern Language Review, 63(2), 275-292. https://doi.org/10.3138/cmlr.63.2.275
  • Eisenhardt, K. M., & Graebner, M. E. (2007). Theory building from cases: Opportunities and challenges. The Academy of Management Journal, 50(1), 25-32.
  • Ekmekci, E. (2018). Target versus native language use in foreign language classes: Perspectives of students and instructors. International Education Studies, 11(5), 74-84.
  • Ellis, R. (2002). Second language acquisition. Oxford University Press.
  • Fernandez-Guerra, A. (2014). The usefulness of translation in foreign language learning: Students’ attitudes. International Journal of English Language & Translation Studies, 2(1), 153-170.
  • Franklin, C. E. M. (1990). Teaching in the target language: Problems and prospects. Language Learning Journal, 2,20-24.
  • Gabrielatos, C. (2001). L1 Use in ELT: not a skeleton, but a bone of contention. Bridges, 6, 33-35.
  • Gaebler, P. (2014). L1 use in FL classrooms: Graduate students’ and professors’ perceptions of English use in foreign language courses. The CATESOL Journal, 25(1), 66-94.
  • Galali, A., & Cinkara, E. (2017). The use of L1 in English as a foreign language classes: Insights from Iraqi tertiary level students. Advances in Language and Literary Studies, 8(5), 54-64.
  • Gass, S. (1996). Second language acquisition and linguistic theory: The role of language transfer. In S. W. Ritchie & T. Bathia (Eds.), Handbook of second language acquisition (pp. 317–345). Academic Publishing.
  • Grim, F. (2010). L1 in the L2 classroom at the secondary and college levels: a comparison of functions and use by teachers. Electronic Journal of Foreign Language Teaching, 7(2), 193-209.
  • Harmer, J. (2001). The practice of English language teaching. Longman Publishing.
  • Jafari, S. M. & Shokrpour, N. (2013). The role of L1 in ESP classrooms: A triangulated approach. International Journal of English and Education, 2(3), 90-104.
  • Kahraman, A. (2009). The role of the mother tongue in fostering affective factors in ELT classrooms. Journal of English as an International Language, 5, 107-128.
  • Kayaoğlu, M. N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(2), 25-35.
  • Kim, S. H. O., & Elder, C. (2008). Target language use in foreign language classrooms: Practices and perceptions of two native speaker teachers in New Zealand. Language, Culture and Curriculum, 21(2), 167-185. https://doi.org/10.1080/07908310802287574
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum Associates.
  • Kurt, G. & Kurt, M. (2015). Effect of mother tongue in foreign language teaching: the case of Arabic. International Journal of Languages’ Education and Teaching, UDES, 1125-1132.
  • Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching (3rd ed.)- Oxford Handbooks for Language Teachers. Oxford University Press.
  • Levine, G. (2011). Code choice in the language classroom. Multilingual Matters Publishing.
  • Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(01), 64-77. https://doi.org/10.1017/S0261444809990310
  • Lo, Y. Y. (2015). How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270-288.
  • Macaro, E. (2001). Analysing student teachers’ code-switching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85(4), 531–548. https://doi.org/10.1111/0026-7902.00124
  • Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring “optimal” use. In M. Turnbull& J. Dailey–O’Cain (Eds.), First language use in second and foreign language learning (pp.35-49). Multilingual Matters.
  • Mart, C. T. (2013). The facilitating role of L1 in ESL classes. International Journal of Academic Research in Business and Social Sciences, 3(1), 9-14.
  • Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum, 42(4), 20-25.
  • McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39, 251-263.
  • Miles, M. B. & Huberman, A. M. (2015). Qualitative data analysis: An expanded sourcebook. SAGE Publishing.
  • Miles, R. (2004). Evaluating the use of L1 in the English language classroom. University of Birmingham Publishing.
  • Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.
  • Navidinia, H., Mobaraki, M., & Farzaneh Malekzadeh. (2019). Investigating the effect of noticing on EFL students’ speaking accuracy. International Journal of Instruction, 12(1), 83-98.
  • Nazary, M. (2008). The role of L1 in L2 acquisition: attitudes of Iranian university students. Novitas-Royal, 2(2). Retrieved from http://www.novitasroyal.org/nazary.pdf
  • Norman, J. (2008). Benefits and drawbacks to L1 use in the L2 classroom. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. JALT.
  • Oflaz, Ö. (2009). Teachers and students’ views on using mother tongue in ELT classrooms (a case study at Gaziantep University) [Unpublished master’s thesis]. University of Gaziantep. Retrieved from http://www.tez2.yok.gov.tr
  • Oksuz, G. (2014). Interference errors which originate from the native language in Russian language teaching. Turkish Studies, (9)6, 843-857. http://dx.doi.org/10.7827/TurkishStudies.6581
  • Paker, T., & Karaağaç, Ö. (2015). The use and functions of the mother tongue in EFL classes. Procedia-Social and Behavioral Sciences, 199, 111-119. https://doi.org/10.1016/j.sbspro.2015.07.494
  • Park, E. S. (2013). Learner-generated noticing behaviour by novice learners: Tracing the effects of learners’ L1 on their emerging L2. Applied linguistics, 34(1), 74-98.
  • Patton, M.Q. (1999). Qualitative evaluation methods. Sage Publishing.
  • Peregoy, S. F., & Boyle, O. F. (2005). Reading, writing, and learning in ESL: A resource book for K12 teachers. Pearson/Ally & Bacon.
  • Piasecka, K. (1988). The bilingual teacher in the ESL classroom. In S. Nicholls & E. Hoadley-Maidment (Eds.), Current issues in teaching English as a second language to adults, (pp. 85-96). London: Edward Arnold.
  • Polio, C. G. & Duff, P. A. (1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78(3), 313-326.
  • Rice, P. L., & Ezzy, D. (1999). Qualitative research methods: A health focus. Oxford University Press.
  • Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65(2), 249-273. https://doi.org/10.3138/cmlr.65.2.249
  • Saengboon, S. (2010). Post-method pedagogy and Thai EFL teachers: opportunities and challenges. Retrieved from www.lscac.msu.ac/th/book/167.pdf
  • Sarıçoban, A. (2010). Should native language be allowed in foreign language classes? Eurasian Journal of Educational Research, 38, 164-178.
  • Schweers, C. W. (1999). Using L1 in the L2 Classroom. English Teaching Forum Online, 37(2), 6-13.
  • Spahiu, I. (2013). Using native language in ESL classroom. International Journal of English Language & Translation Studies, 1(2), 243, 248.
  • Stake, R. E. (1995). The art of case study research. Sage Publishing.
  • Stern, H.H. (1992). Issues and options in language teaching. Oxford University Press.
  • Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4, 251-274.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36-43. http://www.hkenglish.com/resources/blog/files/category-li-teaching.html
  • Turnbull, M. (2001). There is a role for the L1 in second and foreign teaching, but …. The Canadian Modern Language Review, 57(4), 531-538.
  • Unal, M., & Ilhan, E. (2017). A case study on the problems and suggestions in foreign language teaching and learning at higher education. Journal of Education and Training Studies, 5(6), 64-72.
  • Unal, M., & Ozdemir, M. Ç. (2008). The effect of cognitive readiness on the academic success of the students taking foreign language courses at faculties of education. Journal of KEFAD, 9(1), 13-22.
  • Vázquez, V. P. & Ordóñez, M. C. R. (2019). Describing the use of the L1 in CLIL: An analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22(1), 35-48. doi: 10.1080/13670050.2018.1511681
  • Weschler, R. (1997). Uses of Japanese in the English classroom: Introducing the functional-translation method. Kyoritsu Women's University Department of International Studies Journal, 12, 87-110.
  • Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 583–625.
  • Yin, R. K. (2003). Case study research: Design and methods. Sage Publishing.
  • Yuzlu, M.Y. & Atay, D. (2020). The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels. Journal of Language and Linguistic Studies, 16(2), 864-882. https://doi.org/10.17263/jlls.759330
There are 81 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Elif İlhan 0000-0002-8536-1571

Ceyda Zerenay 0000-0002-8437-1372

Publication Date October 31, 2021
Published in Issue Year 2021 Volume: 8 Issue: 4

Cite

APA İlhan, E., & Zerenay, C. (2021). Investigating University Students’ Perceptions About Two Different Cases of Foreign Language Courses. International Journal of Psychology and Educational Studies, 8(4), 12-27.