NON-NATIVE ENGLISH TEACHERS’ PERCEPTIONS ABOUT USING TURKISH (L1) IN EFL CLASSROOMS: A CASE STUDY

Abstract

This study investigated 5 non-native English teachers’ perceptions on Turkish (L1) use inEnglish language (L2) classrooms in the English Preparatory School context of EuropeanUniversity of Lefke in the Turkish Republic of Northern Cyprus (TRNC). The participantswere interviewed by using a semi-structured interview and observed by administering apredetermined observation checklist. Gathered data were analyzed to explore theparticipants’ beliefs and classroom practices regarding the necessity of using L1. Theparticipant non-native English teachers’ views regarding the reasons of using Turkish (L1)were also explored. The results of the study revealed that the teachers had neutral perceptionsabout benefiting from Turkish (L1) in their foreign language classes and underscored a placefor Turkish (L1) in English (L2) classrooms. In other words, the majority of the participantsdid not reject Turkish use; however, due to some restrictions such as English mediumeducation system in the teachers' workplace, nationality factors, and teachers' own teachingphilosophy brought some different dimensions to this process. Overall, the majority of theteachers supported the use of Turkish whereas only one teacher had the opposite viewemphasizing that students can become dependent on L1 help which has a high possibility ofinhibiting learners from target language acquisition.