| dc.description.abstract | The present study is a mixed methods study, whose aim was to investigate the frequency and purposes of the Norwegian-speaking EFL teachers´ first language (L1) use in the lower secondary EFL classroom, along with other factors influencing the teachers´ decisions. Additionally, the study investigated the teachers´ attitudes and beliefs regarding L1 use in class. Thus, the study aimed to answer the following three research questions: 1. Do the Norwegian lower secondary teachers purposely use L1 in the EFL classroom? If so, what extent and for what purpose(s)?; 2. What factors affect the teahers´ use of L1 in the EFL classroom?; What are the teachers attitudes towards and beliefs about the use of L1 in the EFL classroom?
To answer the research questions above, an online questionnaire was conducted with 54 participants, and semi-structured interviews were conducted with three participants. All the participants were Norwegian-speaking lower secondary EFL teachers with varying years of teaching experience.
The findings from the study indicated that most of the Norwegian lower secondary teachers used L1 in the EFL classroom, employing it for various instructional purposes, especially for grammar teaching. Additionally, the teachers used L1 to ensure comprehension and understanding among students with differing levels of language proficiency. Concerning the factors influencing the teachers´ use of L1, student proficiency level appeared as the most common factor. Furthermore, the teachers´ past experiences as students were also commonly cited as factors influencing their language choices. Regarding the teachers´ attitudes towards and beliefs about, participants from the study concurred. The teachers´ were positive towards implementing L1 in the EFL classroom if it was done with a practical purpose for example in order to explain new and difficult grammatical material.
This study contributes to the field of L2 in the Norwegian context research by employing a mixed-method, teacher-centered perspective on the subject, i.e., L1 use in the EFL classroom. While there are related studies concerning the use of L1 by Norwegian-speaking EFL teachers, they predominantly adopt a qualitative perspective, as opposed to the present study, which employs a mixed method approach. The study expands on previous research, while also encouraging further exploration of the topic. | |
