The Iranian EFL Students’ and Teachers’ Perception of Using Persian in General English Classes

Seyed Mostafa Hashemi, Masoud Khalili Sabet


This paper examined the perception of Iranian EFL learners and teachers towards employing Persian in EFL classes. The present study was a case study which investigated teachers’ and students’ perception toward effective use of L1 and L2 in General English classes at university level. The participants were 345students and 25 teachers at the University of Guilan, Rasht, Iran. Two research tools were used for gathering data: questionnaires and interviews. Analysis of the qualitative study and comparing the mean scores of two groups via Mann-whitny revealed that the perceptions of the teachers and the students differ from each other. Iranian EFL learners were willing to use their mother tongue. While, Iranian EFL teachers had a positive tendency to use more English than Persian in the General English classes. Teachers have to consider that the major medium of instruction must be English. They should use L1 judiciously in FL classrooms whenever possible and beneficial to relieve anxious, nervous, frightened, and reluctant students as well as learners with low self-esteem.



Perception, L1 (Persian), L2 (English), EFL, use of L1, Translation

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