Functions of L1 Use in the L2 Classes: Jordanian EFL Teachers’ Perspectives

This qualitative study investigated teachers’ perspectives on the functions of first language (L1) use in second (L2) classroom. Data were collected from seven Jordanian English as foreign (EFL) teachers, where each teacher participated one classroom observation and two rounds interviews, pre-observation post-observation. Interviews transcribed coded for recurrent themes. Thematic analysis identified six L1 that teachers used to enhance teaching learning: translating, explaining metalinguistic information, overcoming challenges, giving instructions, improving motivation, avoiding words L2 sound taboo L1. research contributes a more complex picture Jordan potentially other similar EFL settings. The findings could also guide academics, policymakers, practitioners better understanding role classroom, particularly (FL) contexts.