The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives

Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for non-native English-speaking teachers to maintain professionalism achieve success learning language. Generally, it is believed that a teacher should be model learners by providing great deal input target applying L2 only policy. However, some finally decide use their first (L1) or mix with (L2) while teaching. This qualitative study investigated frequencies, functions, teachers’ perceptions L1 EFL classes. Twenty from lower secondary schools Jakarta, Indonesia were asked participate. The data collected through classroom observations, in-depth interviews, focus group discussions. finding obtained frequency was seemingly noticeable but not overused. Moreover, used mostly activity objective, translation, comprehension check, instruction. also revealed majority decided different proportions. Meanwhile, others small portion Only few consistently tried instruct implies need reduce usage during teaching process get maximal result.