INVESTIGATING THE IMPACT OF THE FIRST LANGUAGE USE ON WRITING SKILLS IN MOROCCAN EFL CLASSROOMS: BENEFITS AND CHALLENGES

Adil Benlabchir, Moulay Sadik Maliki

Abstract


The use of the mother tongue (L1) in English as a Foreign Language classroom has been a controversial topic for several decades. Researchers divide into two perspectives; some argue that L1 can positively impact EFL writing skills, while others contend that it results in language interference. Proponents view L1 as a valuable helping tool for EFL students, in developing their writing skills. Opponents of L1 use, on the other hand, stress L1 leads to linguistic interference, resulting in errors in English writing. This study examines the role of L1 Moroccan EFL classrooms. It examines the effect of L1 on writing skills, analyzes writing errors among Moroccan EFL learners, and explores teachers’ perceptions of the use of L1 in the classroom. A mixed-methods approach (quantitative and qualitative data) was used, combining experimental and control groups with teacher questionnaires. Findings reveal varying teacher perspectives on L1 use, with significant numbers observing both positive and negative effects. Besides, the study provides implications for effective pedagogical approaches in Moroccan EFL classrooms.

 

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L1, EFL, Interference, Morocco, teacher perspectives, effect, writing skills

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v9i1.5836

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