Özet:

Abstract: The beginning of the twentieth century was the time when the ELT theoreticians and academics prohibited the use of mother tongue with the assumption that teaching and learning a new language in the exclusive and monolingual approach must be better-off. After obtaining its dominance in language teaching methodology, this monolingual approach began to be questioned. Moreover, what is up-to-date in works of literature and theories is not essentially indicating what actually arrives on the scene in the EFL classroom practices. The students' own-language (OL) has survived over the years. This research explored the lecturers' beliefs about the use of own-language by focusing on certain variables in the context of EFL. The findings clearly provide shreds of evidence that their beliefs about own-language, particularly in their classroom practices, are more complicated than generally presented in the ELT literature. Subsequently, the results could offer a description of how the lecturers use the own-language based on their own beliefs. The report also confirms that own-language is unavoidable and becomes a part of new language learning. Lastly, some considerations for ELT teachers, lecturers, and further researchers are provided at the end of the discussions.

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