The use of l1 in the efl classroom

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dc.contributor.advisorAndrade Morán, José Ignacio
dc.contributor.authorAyala Albarrasin, Mercy Marisol
dc.contributor.authorQuishpe Soria, Jhoana Estefania
dc.date.accessioned2025-07-24T21:09:53Z
dc.date.available2025-07-24T21:09:53Z
dc.date.issued2025-02
dc.description.abstractThe use of the mother tongue (L1), in this case, Spanish, in the English as a Foreign Language (EFL) classroom has been a widely debated topic in education. Therefore, this study tries to analyze L1 (Spanish) use in EFL classes taught by English career teachers at the Technical University of Cotopaxi, Pujilí Extension, during the 2024-2025 academic period. In this context, certain deficiencies have been identified among both teachers and students. On the one hand, it has been observed that teachers rely excessively on Spanish in the EFL classroom, use L1 as a frequent tool in their lessons, and, in some cases, show a lack of motivation to actively integrate the target language (L2). On the other hand, students face challenges in learning English, feel insecure when speaking it, and experience confusion when they do not understand instructions given in the L2. This study follows a quantitative approach with a descriptive method. For data collection, a questionnaire was administered to eight teachers based on the instrument by Rodríguez and Oxbrow (2008). A descriptive analysis was then conducted to determine the frequency, perceptions, and attitudes toward the use of Spanish in the EFL classroom through three key dimensions. The results show that perceptions of L1 use vary depending on the context and the teachers’ perspectives. While some avoid its use to promote immersion in the target language, others employ it strategically to clarify instructions, explain grammatical concepts, and manage classroom dynamics. In conclusion, although teachers prefer to use English as the primary language of instruction, they acknowledge that the strategic use of Spanish enhances comprehension, particularly for complex grammatical structures. Additionally, there is general agreement on its benefits for clarifying instructions, although direct translation remains a debated issue that requires further research.
dc.format.extent59 páginas
dc.identifier.citationAyala Albarrasin, Mercy Marisol y Quishpe Soria, Jhoana Estefania (2025); The use of l1 in the efl classroom. UTC. Pujilí. 59 p.
dc.identifier.otherUTC-XPU-PINE-2025-002-TS
dc.identifier.urihttps://repositorio.utc.edu.ec/handle/123456789/14556
dc.language.isoen
dc.publisherEcuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
dc.subjectINFLUENCE OF ENGLISH
dc.subjectMOTHER TONGUE
dc.subjectFOREIGN LANGUAGE
dc.subjectMETHODS AND APPROACHES
dc.titleThe use of l1 in the efl classroom
dc.typeThesis
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