Abstract:

The use of the mother tongue in language teaching is a long-standing debate that cannot be resolved. While some advocate for the use of the mother tongue (L1), others believe that the use of the mother tongue impedes and adversely impacts foreign language learning. The present study aims to determine whether practicum experience has an impact on ELT student teachers' opinions about the use of the mother tongue in language teaching. This study employed a mixed-methods approach with a questionnaire conducted with 52 student teachers and interviews conducted with 9 participants. The findings of the study indicated that while participants' favorable opinions about L1 use had more than doubled, their unfavorable opinions fell by a factor of three. This occurrence demonstrates unequivocally that ELT student teachers' opinions about the use of L1 changed positively during their practicum experience. This study also seeks to investigate the factors that influence student teachers' opinions about the use of L1 during their practicum experience. The real classroom environment and experience, students' short attention spans, classroom management issues in schools such as crowded classrooms, seating arrangement, and short lesson time, the pressure of the parents and administration as well as students' English proficiency level and interest, are the factors that influence student teachers' opinions about the use of L1. These findings highlighted that student teachers must be trained that using one's mother tongue is not a sin or an ineffective technique, but it conversely may be a valuable instructional instrument for language teaching if it is employed appropriately and efficiently.

Keywords: