English Language Teaching in Primary Schools Integrating with L1 Teachers' Views, Practices, and Challenges

Abstract

There have been arguments and counterarguments regarding using L1 and TL in EFL classes for years withoutresults. Thus, the current study aimed to describe teachers' views and practices of using Afan Oromo (L1) andEnglish (TL) in primary school English language classrooms and identify the challenges influencing them to useL1 excessively. He purposively selected eight EFL teachers. The researcher used a descriptive survey designwith classroom observation and in-depth interviews as data collection instruments. He audio-recorded 16lessons and filled out a checklist as a supplement. Then he transcribed, counted, and changed the data intofrequency and percentage for analysis. The researcher also audio-recorded the interview conducted with theeight observed teachers and transcribed, coded, and thematically analyzed the data. The findings showed thatthe teachers had positive views about the use of L1 and TL in EFL classes. It indicated that they used 1221utterances: 624 (51.11%) in English and 597 (48.89%) in L1 when they asked and answered questions,introduced new lessons, gave instructions, and revised the previous lessons. The findings further showed thatthe participants used L1 utterances to clarify new lessons, revise previous lessons, and reduce TL anxiety.According to the findings, there are gaps between teachers' views and practices in using L1/T1. Lack ofawareness, competence, and training were also reported as challenges influencing teachers to use L1excessively. The researcher recommended that teachers need to put their views into practice through training onhow to use L1 in a limited amount in English classrooms.