This paper investigates Japanese learners’ perceptions of using L1 in the EFL class-room, and the impact of using L1 in the EFL classroom on foreign language acquisition in Japan. In particular, the paper focuses on the factors influencing the foreign lan-guage acquisition of 62, lower level EFL students at a Japanese university. Data were collected through a questionnaire with 20 items using a five-point Likert-type rating scale. Three factors were investigated: the learners’ perceptions of using L1 in the EFL classroom, the relationship between using L1 in the EFL classroom and learning atten-tion support, and the relationship between using L1 in the EFL classroom and learning success. The study hypotheses were tested using Pearson product-moment correlation coefficient. Results showed that Japanese learners were in favor of using L1 in the EFL classroom. Significant correlations were found between using L1 in the EFL classroom and both learning attention support, and learning success. Finally, the paper concludes that using L1 in the EFL classroom is an effective teaching strategy when teaching lower level EFL students in Japan.
How to cite this paper
The Impact of Using L1 on Foreign Language Acquisition in Japan
Department of Basic Education, English Studies Laboratory, Gifu Pharmaceutical University, Gifu, Japan
Corresponding author: Adam Serag, PhD, Department of Basic Education, English Studies Laboratory, Gifu Phar-maceutical University, Gifu, Japan.
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