Students' Perspectives on the Use of L1 in English Language (as an L2) Classrooms: A Case Study of the Department of English, Isa Kaita College of Education, Dutsinma, Katsina State, Nigeria

Abstract

This study investigates the reasons for, and perspectives of, students regarding the use of their first language (L1) in English as a Second Language (ESL) classrooms at Isa Kaita College of Education, Dutsin-ma, Katsina State, Nigeria. It is grounded in the ongoing scholarly debate about the role of learners' mother tongue in second language acquisition (Cook, 2001; Cummins, 2007; Turnbull & Dailey-O'Cain, 2009). Using a convergent mixed-methods design, data were collected through an online survey (N = 51) and semi-structured follow-up interviews (n = 12). Survey data were analysed using descriptive statistics, and interview data were analysed thematically following Braun and Clarke (2021). Results showed that students used their first language, Hausa, for a variety of purposes grammar clarification, understanding instructions, vocabulary negotiation, anxiety reduction and peer collaboration with the frequency of use declining descriptively by English proficiency level and year of study. Interview findings elaborated these patterns, revealing that students experience Hausa as a comprehension bridge, an anxiety buffer and a peer-learning tool, while becoming more selective in its use as they advance. Attitudes toward limited L1 use were broadly positive and nuanced. These findings align with previous research indicating that L1 use serves cognitive, metalinguistic and affective functions in language learning (Storch & Wigglesworth, 2003; Swain & Lapkin, 2000). The findings can help teachers and students understand students' reasons for L1 use, informing classroom management practices designed to support the effective development of English language proficiency.