ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms

This sequential explanatory mixed methods design study aimed to investigate the beliefs of English Language Teaching (ELT) prospective teachers about using target language (L2) at macro and micro-levels in as a foreign (EFL) classrooms addition some scaffolding strategies minimize their native (L1) use. Furthermore, whether being experienced teaching abroad made differences (PTs) were examined. The was conducted with 128 ELT PTs enrolled state university Turkey by administering questionnaire quantitative instrument semi-structured interview qualitative instrument. results descriptive statistics revealed that favour students’ whenever it is required rather than following English-only policy. Accordingly, they agreed on use L2 mostly give feedback, information instructions besides greeting students later encourage students, check understanding, provide them supportive talk. They became hesitant manage classrooms, crack jokes, new complex types activities. dependent variables indicated few EFL classrooms. discussed implications for teacher education suggested.