STRATEGIC USE OF THE FIRST LANGUAGE (L1) IN EFL CLASSROOMS: STUDENTS’ AND TEACHERS’ PERSPECTIVES FROM A PAKISTANI TERTIARY CONTEXT

Abstract

The present study explores students’ and teachers’ views on the use of the first language (L1) in English language classrooms. It was carried out at Kohat University of Science & Technology (KUST), Kohat, where both students and teachers share the same L1, namely Pashto. The study employed questionnaires and interviews to collect data from 30 students and seven teachers. The results show that most students and teachers believe that the use of the L1 can facilitate understanding, particularly in grammar and vocabulary. The findings further indicate that L1 use can make the classroom environment more comfortable and help reduce learners’ stress and anxiety. However, both groups also reported that excessive use of the L1 can be harmful, as it may limit students’ opportunities to practise English. The study therefore suggests that teachers should use the L1 carefully, selectively, and only when pedagogically necessary. Maintaining a balance between English and the L1 is essential for promoting effective learning in EFL classrooms at the tertiary level.