The frequency and functions of Teachers’ use of L1 in EFL classrooms The frequency and functions of Teachers’ use of L1 in EFL classrooms
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This paper reports the frequency and functions of L1 teachers used in EFL classrooms. A questionnaire was used to collect data from 115 EFL teachers working in primary and secondary schools in Thailand. The findings showed that the teachers’ years of teaching had an impact on their responses. The teachers with less experience never used L1 in dealing with classroom management problems in class and in giving individual help to learners. They also never used L1 to explain feedback and explain learners’ errors. The more experienced teachers never used L1 for many more situations. The findings have implications for approaches to EFL classrooms and further discussion on reflective teaching practices.
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