Document Type : Original Article
Authors
1
Ph.D. in Applied Linguistics, Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
2
Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
10.22077/ali.2025.9564.1162
Abstract
This study aimed to explore Iranian teachers’ cognition of L1 use in L2 teaching as a component of classroom management, in EFL classes at private language schools in Iran. The study comprised 12 in-service teachers, and the sample size was decided based upon data saturation. The instrument employed in this research was a semi-structured interview, designed to elicit the participating teachers’ cognition. The interviews were audio-recorded and were subsequently transcribed. Thematic analysis of the data demonstrated that the teachers believed the extent and frequency of L1 use should be balanced based on the objectives of L2 lessons, so that classes could be smoothly managed and learners could be sufficiently exposed to L2. Besides, the participants held that for effective classroom management, teachers should use L1 judiciously and selectively. In addition, they accentuated the significance of attention to learners’ English language proficiency level, psychological factors, and educational needs in this respect. Moreover, they were aware of the potential role of L1 use with regard to classroom management strategies, such as establishing rapport, maintaining discipline, and managing time. Overall, the participants were cognizant of using L1 in L2 teaching as a classroom management component. This inquiry provides implications for supervisors of language schools, language teachers, and language teacher educators.
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