In previous studies, researchers have argued that teaching in the target language (L2) is the most effective approach (Krashen & Terrell, 1983, p. 9). Recent studies show, however, that using students’ language (L1) can offer a variety of benefits to language learners (LLs) (Leeming, 2013; Bartlett, 2017; Inada & Inada, 2021). These benefits include scaffolding when explaining activity instructions and encouraging student collaboration through L1 usage. In the following presentation, I will present the results of the first stage of a long-term data collection, which explored university LL perspectives regarding L2-only and L1-only lessons. In this study, students enrolled in compulsory English lessons at a Japanese university completed a survey at 3 different times throughout the first semester. The questionnaire uses a 7-point Likert scale and open-ended questions to measure student preferences and how they changed throughout the course. Results from initial data collection show that students prefer neither L1- nor L2-only lessons, but a mixed usage of both. Open ended responses included fear of not understanding an L2-only lesson and feeling that L1 should be used to explain grammar and difficult instructions. The presentation will conclude with advice for language teachers. Specifically, how to find balance in your language use, and how your language use can affect learner development.

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Abstract Summary
In previous studies, researchers have argued that teaching in the target language (L2) is the most effective approach (Krashen & Terrell, 1983, p. 9). Recent studies show, however, that using students’ language (L1) can offer a variety of benefits to language learners (LLs) (Leeming, 2013; Bartlett, 2017; Inada & Inada, 2021). In the following presentation, I will present the results of the first stage of a long-term data collection, which explored university LL perspectives regarding English-only and Japanese-only lessons. In this study, students enrolled in compulsory English lessons at a Japanese university completed a survey at 3 different times throughout the first semester. Results from initial data collection show that students prefer neither L1- nor L2-only lessons, but a mixed usage of both. The presentation will conclude with advice for language teachers. Specifically, how to find balance in your language use, and how your language use can affect learner development.

Authors:
Davis Shum, Kyushu Sangyo University, Japan

About the Presenter(s)
Mr Davis Shum is a University Assistant Professor/Lecturer at Kyushu Sangyo University in Japan

See this presentation on the full schedule – Saturday Schedule

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