Journal of China University of Science and Technology Vol.58-2014.

01

The Use of the Mother Tongue in Chinese EFL Classrooms

1 2 3
Ching-Wen Jan Bo-Jian Li Chen-Chiang Lin
1

2

3

China University of Science and Technology

Abstract
The issue of whether the learners mother tongue should be used in the classroom
has always been a subject of ongoing discussion by many researchers. This paper
attempts to investigate the use of Chinese (L1) in English classes at a tertiary level. The
main objectives were to examine the purposes of L1 use and the attitudes of Taiwanese
technological students towards the use of Chinese in the EFL classrooms. The
participants were 510 undergraduate students at China University of Science and
Technology. Data were collected through a questionnaire with two types of
multiple-choice questionssingle response and multiple response. The results indicated
that the use of Chinese was for defining new vocabulary words, explaining grammar
rules, clarifying difficult concepts, and lastly checking for comprehension, and that a
balanced and judicious use of L1 in the EFL classrooms by both teachers and students
can be useful in the language learning process and may even be essential to increase
learners comprehension.

Key words: Chinese EFL classrooms, use of the mother tongue, attitudes

510

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I. Introduction
The issue of including or excluding the learners mother tongue or first language
(L1) in learning English as a foreign language (EFL) has been the subject of ongoing
discussion and controversy for a long time. In truth, there have been various shifts to
and from the utilization of L1 in the EFL classroom over the last few decades. This
controversial issue is especially relevant in culturally homogenous environments such
as Taiwan, where the majority of the students are monolingual and the teacher is usually
a bilingual person who is a native Chinese speaker teaching English. For many years
educators and professionals in the field of second language acquisition (SLA) have
considered the monolingual approach or English-only approach in foreign language
education as the correct and only appropriate way to teach EFL. Teaching methods have
long guided this approach by banning learners from using their shared L1 in EFL
classroom activities. Brooks and Donato (1994) note that teachers are sometimes
reluctant to use group work because they feel that students will use their L1 in group
situations. A main reason for this reluctance has been the widespread adoption of
communicative approach to language teaching in which classroom activities are
designed to maximize learners use of the target language.
While there are those who embrace the idea expressing that the use of L1 in the
EFL classroom should be reduced as much as possible and sometimes even prohibited,
so that learners can be exposed to maximum target language input, yet this method of
completely shunning L1 may be inefficient and out of step with a truly learner-centered
environment. The long-established communicative pedagogy does not reflect the
overwhelming reality that many EFL classes confront, such as the case in Japan, Korea,
or Thailand where both teachers and students are sharing a common language and
cultural heritage. Rather, it is based on an ESL (English as a second language) context,
such as in the United States or Australia where classrooms are normally made up of
multilingual groups of immigrant students who do not speak the teachers L1 and vice
versa, and where the teacher is lucky to speak one of his students mother tongues. The
English Only approach is actually more applicable to any ESL setting where English
not only acts as the language of instruction, but also plays the role of lingua franca.

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Communicative Language Teaching (CLT) and methodology have always extolled

the well-known English Only approach. According to the proponents of CLT, using
mother tongue impedes L2 (English) acquisition. The very famous L1 interference,
language transfer, and among others are held responsible for many of the students
mistakes in the process of learning a foreign language. It seems that there is no merit of
using L1 in class in the light of CLT. In other words, there is little (if any) a learner can
gain from using mother tongue in the communicative language class. During the
researchers academic training in the U.S. as an EFL teacher, she was specifically told
not to use L1 in the classroom. She remembers taking the TESOL Practicum one
semester where she was assigned to teach a group of low proficiency ESL adult learners.
Much to her delight, the majority of these students came from Mainland China and
spoke the same language as she didMandarin. Since she was instructed to avoid the
hampering use of L1 in class, she did her best to employ as many techniques as
possible in the classroomgetting meanings from contexts, paraphrasing, miming,
gestures, paralinguistic features, etc. Admittedly there were times she found herself in
some bizarre situations. As Cole (2012) describes, a teacher can often end up being a
contortionist trying to explain the meaning of a language item where a simple
translation would save time and anguish. 100% direct method can be especially
frustrating; however, careful and limited use of the L1 can have a powerful, positive
effect here. Atkinson (1993) suggests that for many learners, in particular adults and
teenagers, occasional use of the L1 gives them the opportunity to show that they are
intelligent, sophisticated people.
Now lets briefly examine the EFL programs in some Asian countries. The Korean
Education Ministries 7th curriculum stipulated the application of English only approach
which came into force in 2000, so as to improve Korean students communicative
abilities in the L2. In Japan, pressures on English teachers are also rising. Moriyama
(2000) mentions that a prime ministers commission on Japans future suggests that
citizens should have a workable knowledge of English by the time they become adults.
To achieve this goal, the Japanese Ministry of Education proposes English-medium
instruction for subject courses in tertiary education. Here, in Taiwan, with government
officials constantly hammering home the message about the importance of cultivating
international perspectives and emphasizing the role of the English language in the
modern world, there have been numerous talks held by the local tertiary institutions on
the implementation of the English-only policy. As far as many educators understand,

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some university high-ranking administrators believe that the teachers over-reliance on

the L1 in teaching English is one of the underlying reasons for students low proficiency
in English. That is to say, they are placing the blame for students low English
competence on native Chinese speaking teachers use of Chinese in the classroom. It is
this strong conviction that leads the administration to make such decisions that can be
extreme without thinking about the pedagogical implications. Several factors need to be
taken into account before the enforcement of such policy.

Purpose of the Study

Little attention has been paid to the issue of using L1 in the context of the Chinese
EFL classroom, particularly at the technological university level. This motivated the
researchers to conduct further investigations to find out the views of Taiwanese students
on the use of Chinese in EFL classrooms at a tertiary level. This study aims to answer
the following questions:

1. What are the students expectations towards their English teachers?

2. What are the students attitudes towards the use of Chinese in the EFL
classroom?
3. For what purposes do students think it is appropriate for both teachers and
learners to use Chinese in the EFL classroom?
4. To what extent do students think that the use of Chinese in the classroom is
necessary?
5. Are there statistically significant differences in students preference for
English teachers among students at different years, colleges, and
proficiency levels?

Through this study, it is hoped that teachers, both native and non-native speakers of
English will have a better perspective on making their teaching yield more favorable
results.

II. Literature Review

Historical Developments in ELT

The grammar-translation method predominated in Europe until the mid-20th century.

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The primary objective was for students to learn how to read and write in the foreign
language. This was mostly accomplished through memorization of grammar rules and
vocabulary word lists, explicit presentation of grammar rules, translation of
de-contextualized sentences, and, above all, a strong focus on accuracy. The students
L1 was used as the main form of instruction, which inevitably resulted in limited
exposure to the target language (TL) in the classroom. Consequently, many students
found themselves unable to use the TL successfully, regardless of how long they had
studied it. Harmer (2001) stated that the use of L1 in the foreign language classroom
started to be viewed as uncommunicative, boring, pointless and irrelevant. Brown (2000)
also claimed that this method was challenged for doing virtually nothing to enhance
students communication ability in the language.
As dissatisfaction towards the grammar-translation method grew and the demand for
oral competence became more apparent, foreign language teaching (FLT) gradually
shifted from the heavy dependence on the students L1 for instruction, and moved
towards the active use of the TL in the language classroom. The methods that followed,
namely, the Direct Method and the Audio-lingual Method, effectively eliminated the
students L1 from the classroom, superseded by TL-only instruction. Advocates of the
Direct Method and the Audio-lingual Method believed that the focus on TL not only
could enhance communication, but activate both conscious and unconscious learning.
They added that learners could understand the message even though they might not
know the exact meanings of certain words or structures, which indicated that learners
did not need to grasp all the words they read or heard. Subsequently, the total use of
English to teach English as a foreign language was obligated. Throughout the 1970s
and 1980s, the use of L1 was still considered as undesirable. Today, many EFL teachers
still have reservations concerning the use of L1 in class, objecting to it on the grounds
that it limits exposure to the target language and keeps students thinking in their L1.
However, recent research findings have demonstrated that the learners L1 has an
important place in ELT. Nation (1978) maintains that exclusion of the mother tongue
from the classroom would be directly parallel to saying that pictures or real objects
should not be used in the L2 class. In fact, a relatively new teaching method which
deliberately uses L1 in teaching EFL has emerged. It is the New Concurrent Method
that requires teachers to balance the use of the L1 and the FL (Faltis, 1990). Students in
monolingual classrooms often have common training in L1 which may benefit them in
learning a new language. The L1 can be utilized as a tool to facilitate learning and

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communication. Thus, teachers can exploit their students previous L1 learning

experience to increase their understanding of L2. This well-balanced approach, as
Nation (2003) concludes, not only sees a role for the L1, but also recognizes the
importance of maximizing L2 use in the classroom.

SLA and Mother Tongue Use

The question of whether or not to allow, or even to promote, the use of the students
L1 in the language classroom remains a contentious issue. A number of studies have
been conducted, which either support or oppose the use of L1 in the EFL classroom.
The general assumption that has prevailed for some time is that English ought to be
learned through English, not by the use of L1, which has to be completely banished
from the classroom. The most vocal opponent of the mother tongue use in the classroom
is Stephen Krashen (1981) and his comprehensive input hypothesis. Comprehensive
input is the quality and quantity of exposure of the target language that a learner
receives. Since Krashens theory is based on the importance of target language input for
second language acquisition, any reduction of the TL would then be seen as a wasted
opportunity for valuable input. Krashen & Terrell (1983) stress that learners acquire FL
following the same path they acquire their L1; therefore, the use of L1 should be
minimized.
Krashen is not alone in his call for 100% TL instruction. Chaudron (1988) also
promotes a rich TL environment. Ellis (1984) claims that more language acquisition
will take place if learners do not depend on their L1, or if they do not translate. Many
ELT professionals maintain that too much L1 use might deprive learners of valuable
input in L2. According to Sharma (2006), the rationale for using only the TL in the
classroom is that the more students are exposed to English, the more quickly they will
learn; as they hear and use English, they will internalize it to begin to think in English;
the only way they will learn it is if they are forced to use it. Even though most teachers
and researchers would agree that the majority of classroom interaction should be
conducted in English (Harbord, 1992), as Eldridge (1996) points out, there is no
empirical evidence to support the notion that restricting mother tongue use would
necessarily improve learner efficiency. Auerbach (1993) reports that evidence from
research and practice is presented which suggests that the rationale used to justify
English only in the classroom is neither conclusive nor pedagogically sound.
In addition to receiving quality English input, students also have to use the language.

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Swains (1985) comprehensive output hypothesis highlights the importance of actively

using the language in the classroom, apart from just receiving quality input. SLA
research shows that language is best learned when the language is used for real,
meaningful communication (Canale 1983, Nunan 1987, & Willis 1990). Based on SAL
research, learners not only have to be exposed to the TL, but also use the language in a
meaningful way through negotiated interaction with their teachers and classmates.
Negotiation of meaning between learners, and between teachers and learners, is also
seen as key to the SLA process (Allwright 1984, Brown 2001, Skehan 2001,
Lightbrown & Spada 2006). Most of the input and output is negotiated through group
and/or pair work that utilizes meaningful tasks. As Swain (1985) indicates, learners
need to push themselves to produce comprehensible output that their interlocutor can
understand. Instead of resorting to the L1, learners should adjust their output so as to
make it comprehensible to their interlocutors. If learners use their L1, then nothing is
negotiated; and therefore, little learning has taken place (Wharton, 2007).
Contemporary SLA research also emphasizes the use of inductive approach, which
has gained great importance in the field of language teaching and learning. Inductive
teaching is perceived as a notion that learning is achieved by means of observation and
discovery. Rather than learning a set of rules or theories directly, students are
encouraged to generalize or discover rules from given examples by themselves.
Through a voyage of discovery, as Breen (2001) phrases, an autonomous and
meaningful context is built up simultaneously. When learners form their own
understanding of the TL without being explicitly told by the teacher, then they will have
a much better chance to internalize, retain and use the language productively afterwards
(Wharton, 2007). Much of the discovery can take the form of problem-solving activities,
which encourage students to make their hypotheses about the language. Although many
studies have investigated the benefits of inductive approach, most teachers are still used
to adopting the conventional deductive approach to language teaching. Brown (2000)
contends that discovery can be a waste of precious time in the classroom. Johns (1991)
goes one step further in suggesting that inductive language teaching may show no
discernable advantage over the more traditional deductive approach.

The Mother Tongue in the EFL Classroom

Various studies have illustrated the learning benefits for students of utilizing some
L1 in the classroom. It is known, however, that many ELT practitioners strictly prohibit

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the use of their students mother tongue in the classroom. Nunan (1999) describes a
situation where an EFL teacher in China imposed fines on his students whenever they
spoke Cantonese in the classroom, the effect of which, unsurprisingly, was that the
students just fell silent. The teacher got his wish of No Cantonese, but ironically he
did not elicit any English from his students either.
Weschler (1997) asserts that suppressing students natural tendency to use their L1
only adds to the counter-productive tension already existed in the class and raises the
affective filter of the students that much higher. Storch and Wigglesworth (2003)
demonstrate that L1 can give students cognitive support that provides them with the
ability to explore language and produce work that is of higher standard. They suggest
that teachers should acknowledge that the use of the L1 may be a normal psychological
process that allows learners to initiate and sustain verbal interaction. Gabrielatos (2001)
also points out that the bilingual/bicultural teacher is in a privileged position to enrich
the process of learning by using the mother tongue as a resource, and by using the
culture which the mother tongue embodies they can facilitate the progress of their
students towards the other tongue, the other culture. Thus, it is equally important to take
into account the learners past experience and prior knowledge of the world. As
Auerbach (1993) declares, starting with L1 gives a sense of security and validates the
learners lived experience, allowing them to express themselves. The learner is then
willing to experiment and take risks with English.
To further investigate areas in which L1 is resorted to for teaching EFL and find out
to what extent this practice might be possible and valid, a number of studies have been
undertaken in different parts of the world. For example, Cianflone (2009) in his research
on L1 use in university English courses discovers that the interviewed students and
teachers seem favorable to L1 use in terms of explanation of grammar, vocabulary items,
difficult concepts and for general comprehension. Another study conducted by Sharma
(2006) on the use of mother tongue in an EFL classroom setting of high school students
in Nepal reveals that many respondents prefer occasional use of L1 in the EFL
classroom for many reasons: to clarify the meaning of difficult words, to explain
grammar rules, and to establish close relationship between students and teachers. In
studies on comparing the effectiveness of various methods for learning vocabulary, it
reports that an L1 translation is the most effective (Lado, Baldwin & Lobo 1967;
Mishima 1967; Laufer & Shmueli 1997). This is probably because L1 translations are
usually clear, short and familiar, qualities which are very important in effective

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definitions (McKeown, 1993). Similar findings are found in Bouangeunes case study
(2009) which also affirms the effectiveness of using L1 in teaching vocabulary through
translation exercises and dictation.
Atkinson (1987) in his paper on the use of the mother tongue in the classroom
reveals that how translation can still be used in some cases when there is a need for
comprehension check. He refers to the translation of longer passages as presentation
and reinforcement of language, claiming that when students translate from their mother
tongue into English, they can focus on accuracy and notice the key structural differences
between the two texts, thus helping to avoid negative transfer. Trimble (1993)
underscores how translation at times can facilitate students to more readily think in
English for communicative and other work. Mukattash (2003) holds the same view that
translation can be used as a teaching technique particularly in those areas where there is
marked discrepancy between L1 and EFL system. He adds that translation can also be
used in explicating English structures that are likely to be confused with each other, as
well as disambiguating certain occurrences of ambiguous sentences. Similarly, Aurbach
(1998) not only acknowledges the positive role of the mother tongue in the classroom,
but also identifies the following uses of it: language analysis, class management,
presenting grammar rules, giving instruction or prompts, explaining errors and checking
for comprehension.

III. Methodology
Subjects

A survey was carried out with 510 undergraduate students at China University of
Science and Technology (CUST). Of these, 270 are freshmen, 239 are sophomores, and
1 is a junior. The participants are from 4 different colleges in schoolthe College of
Engineering, Commerce & Management, Health Science & Technology, and Aviation.
The subjects are at 3 proficiency level groups (beginning, mediocre, & advanced); there
are 2 classes in each proficiency group, with 12 classes in total involved in this study.
All of the student participants are currently taking Freshman English or the English Lab
Course designed for second-year students. The only junior student in this case is a
repeat class taker.

Data Collection Procedures

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The survey was distributed to 8 cooperating teachers of English at CUST, two of

whom were native speakers of English and the rest were native speakers of Chinese.
They, in turn, distributed the questionnaire to their respective classes to be filled in.
Upon collecting the completed questionnaire, the researchers had several student
part-timers help input the answers into the computer.

Questionnaire

The questionnaire was composed of four parts with two types of multiple-choice
questionssingle response and multiple response. The first part was devoted to general
information about the subjects. The second part was designed to examine the
respondents expectations towards their English teachers. The questions in part three &
four were designed to obtain the participants perceptions and attitudes towards the
teachers and learners use of Chinese in class, and the different occasions when they
thought Chinese should be used in their EFL classrooms.

IV. Results
Tables 1 and 2 below show the general characteristics of the subjects and their
expectations towards their English teachers. A total of 510 students participated in the
current study. The majority of these students are in their first and second year in school,
and they are from four different colleges213 in the College of Commerce &
Management, 187 in Engineering, 64 in Health Science & Technology, and 46 in
Aviation. The participants are at various proficiency levels162 in beginning, 172 in
mediocre, and 175 in advanced.

Table 1: General background of the subjects

Valid Cumulative
Frequency Percent
Percent Percent
Freshman 270 52.8 52.9 52.9
Sophomore 239 46.8 46.9 99.8
Year
Junior 1 0.2 0.2 100.0
Total 510 99.8 100.0
Engineering 187 36.6 36.7 36.7
Commerce &
213 41.7 41.8 78.4
Management
College Aviation 46 9.0 9.0 87.5
Health Science
64 12.5 12.5 100.0
& Technology
Total 510 99.8 100.0

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beginning 162 31.7 31.8 31.8

mediocre 172 33.7 33.8 65.6
Proficiency Level
advanced 175 34.2 34.4 100.0
Total 509 99.6 100.0

Table 2: Students expectations towards their English teachers

Statements Percentage
What would you like your English teacher to be?
A ROC national 60.3%
A foreign national 37.2%
If your English teacher is a foreign national, do you think he/she should
acquire some knowledge of Chinese?
strongly agree 22.9%
agree 49.6%
neutral 25.9%
disagree 1.0%
strongly disagree 0.6%
If your English teacher is a foreign national, which of the following
qualifications do you hope he/she has? (Multiple Response)
He/She must have a bachelor degree or above. 34.3%
He/She must have a teaching license. 42.9%
He/She must have prior teaching experience. 69.3%
He/She must have an easygoing & open-minded personality. 82.7%
He/She must have strong interest in the cultures & people of other countries. 34.3%
He/She must have empathy for his/her students. 65.9%
No qualification is necessary as long as he/she is a foreigner. 4.7%
If your English teacher is a foreign national, what courses would you like
him/her to teach? (Multiple Response)
Listening 58.5%
Speaking 80.8%
Pronunciation 69.0%
Reading 44.5%
Writing 28.1%
GEPT/TOEIC preparation course 43.5%
If your English teacher is a ROC national, what courses would you like
him/her to teach? (Multiple Response)
Listening 52.3%
Speaking 47.5%
Pronunciation 40.2%
Reading 63.2%
Writing 45.5%
GEPT/TOEIC preparation course 61.2%

According to the data collected, the majority of students expressed a stronger

preference for native Chinese-speaking teachers over native English-speaking teachers:
60.3% to 37.2%. When asked whether they thought a foreign teacher should possess
some knowledge of Chinese, a high percentage (72.5%) of the students responded

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positively to this statement. As far as the teachers qualifications were concerned,

teachers with an easygoing and open-minded personality (82.7%) were strongly favored
among students, followed by prior teaching experience (69.3%), and deep empathy for
students (65.9%). In response to the courses taught by native English-speaking teachers,
speaking (80.8%) was most desired and pronunciation (69.0%) and listening (58.5%).
As for the local Chinese teachers of English, courses such as reading (63.2%), the
GEPT/TOEIC test preparation (61.2%), and listening (52.3%) were considered highly
preferable among the respondents.
Table 3 reveals the students perceptions towards the teachers use of Chinese in the
EFL classroom.

Table 3: Students views on the teachers use of Chinese in the classroom

Statements Percentage
Do you think using Chinese in your English class is very important?
strongly agree 21.4%
agree 35.1%
neutral 39.6%
disagree 3.9%
strongly disagree 0%
Do you think your teacher should use Chinese in the classroom?
strongly agree 19.0%
agree 35.1%
neutral 40.8%
disagree 4.70%
strongly disagree 0.40%
How often do you think Chinese should be used in your English class?
always 14.7%
sometimes 69.0%
rarely 15.5%
never 0.80%
When do you think it is appropriate for your teacher to use Chinese in class?
(Multiple Response)
To define new vocabulary terms 76.9%
To explain grammar rules 72.5%
To explain difficult concepts 75.3%
To check for comprehension 53.6%
To give instructions 53.4%
To conduct a test 20.1%
To help students build self-confidence or feel more comfortable 48.6%
To joke around with students 21.7%
To explain the relationship between Chinese and English 54.6%
To introduce the cultural differences 29.5%
If the objective of the course is to prepare students for the proficiency test, how
much of Chinese do you think should be used in class in order to produce the
most favorable results?

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70%~90% 17.3
50%~70% 51.7
30%~50% 24.1
10%~30% 6.04
0% 0.8

As shown in Table 3, more than half of the students (56.5%) believed that using
Chinese in the EFL classroom was very important. Some students (39.6%) responded
neutral to this question. Only a very low percentage (3.9%) answered negatively. With
regard to whether they thought teachers should use Chinese in class, over half of student
participants (54.1%) in this study responded positively, whereas only 5.1% negatively.
Approximately 83.7% of the students felt that Chinese should be used in their English
classes to some degree: 14.7% preferred always, 69.0% sometimes, 15.5% rarely,
and 0.80% never. It is also apparent from Table 3 that Chinese was most essential to
define new vocabulary terms (76.9%), to explain difficult concepts (75.3%) and
grammar rules (72.5%) as well as the relationship between Chinese and English
(54.6%), and lastly to check for comprehension (53.6%). A very noticeable percentage
of students (93.1%) would like Chinese to be used on a large scale, if they were to
prepare for the English proficiency test. Only 6.04% claimed that 10 to 30 percent of
Chinese used was adequate to achieve the same purpose.
Table 4 displays the students views on the frequency of L1 use in EFL classes.

Table 4: students views on the frequency of L1 use in EFL classes

College always sometimes rarely never Total
Engineering 12.4% 67.7% 18.8% 1.1% 100.0%
Commerce & Management 18.4% 69.3% 11.8% 0.5% 100.0%
Aviation 10.9% 63.0% 23.9% 2.2% 100.0%
Health Science & Technology 12.5% 75.0% 12.5% 0.0% 100.0%

The most obvious finding drawn from Table 4 is that students in the College of
Aviation have generally shown less inclination towards the use of L1 in English classes:
only 10.9% preferred always, 63.0% preferred sometimes, 23.9% preferred rarely,
and 2.2% preferred never. Their desire to learn English seems far more distinct than
that of their counterparts. The researchers presume that their strong motivation for
learning English might have something to do with their future profession, which usually
requires a good knowledge of English.

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Table 5 describes the students views on the learners use of Chinese in the
classroom.

Table 5: Students views on the learners use of Chinese in the classroom

Statements Percentage
Do you think students can use Chinese in English class?
strongly agree 21.5%
agree 49.7%
neutral 27.2%
disagree 1.4%
strongly disagree 0.2%
When do you think it is appropriate to use Chinese in your English class?
(Multiple Response)
To carry out small group work 54.0%
To ask the teacher questions 67.7%
To translate new vocabulary words for comprehension 63.3%
To translate English passages for comprehension 58.0%
To go over the exercises 49.8%
To chat with the teacher 32.3%
If you prefer the use of Chinese in your class, why?
Its more comfortable. 29.9%
I feel less tense or nervous. 47.7%
I feel less lost. 22.4%
In your opinion, how much does using Chinese in your English class help you
learn this language?
quite a lot 16.5%
fairly much 54.2%
a little 27.9%
none 1.4%

Regarding the learners use of Chinese in the EFL classroom, a sizeable number of
students (71.2%) indicated that they would like to use Chinese in English class, whereas
only 1.6% disagreed. Around 67.7% of the students saw Chinese as an appropriate use
for asking the teacher questions and for translating new vocabulary words (63.3%) and
English passages for comprehension (58.0%). When asked why they preferred the use
of Chinese in class, 47.7% of the students pointed out that it helped them feel less tense
or nervous, followed by 29.9% who felt it was more comfortable, and 22.4% who felt it
helped them feel less lost. About 98.6% of the students felt Chinese helped facilitate
their learning of English, and only about 1.4% thought it did not help at all.

V. Discussion

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The results of this study answered the following research questions that guided the
present study.

1. What are the students expectations towards their English teachers?

2. What are the students attitudes towards the use of Chinese in the EFL
classroom?
3. For what purposes do students think it is appropriate for both teachers and
learners to use Chinese in the EFL classroom?
4. To what extent do students think that the use of Chinese in the classroom is
necessary?
5. Are there statistically significant differences in students preference for
English teachers among subjects at different years, colleges, and
proficiency levels?

First, in seeking students views about their preference between native

English-speaking teachers and native Chinese-speaking teachers, it was found that the
general preference was for the latter. The most important qualities needed in a foreign
teacher were: 1) having a good personality, 2) having previous experience in teaching,
and 3) having more awareness of students needs. The students felt it equally essential
that native English-speaking teachers acquire some basic knowledge of Chinese, which
implied that knowing learners L1 may assist in EFL teaching and help bridge the
cultural gap between teacher and student. The results also indicated that native English
speaker teachers and native Chinese speaker teachers were each more suitable for
teaching different types of EFL courses. There was a clear preference for native
English-speaking teachers in the areas of speaking and pronunciation, whereas the local
Chinese teachers of English in the areas of reading and proficiency exam preparation.
These outcomes echoed those from Lasagabaster & Sierras research study (2002)
which revealed that the respondents showed a general preference for native English
speaker teachers in the areas of pronunciation, speaking, and less so, the area of reading.
With learning strategies and reading, on the other hand, the preference swung in the
opposite direction towards non-native speaker teachers.
Second, the findings of this study demonstrated that the students as a whole had
positive views towards the use of Chinese in English classes, and that teachers use of
the mother tongue was perceived mainly helpful in explaining the meaning of new

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words, explaining grammar rules, as well as clarifying difficult concepts. Translation of

new vocabulary and reading passages was clearly preferred by the students. These
findings seemed to be consistent with those of Al-Nofaie (2010), Tang (2002), and
Schweer (1999) which showed that both teachers and students responded positively
towards the use of L1. In addition, the majority of students agreed that a reasonable use
of Chinese in the EFL classroom was necessary, particularly in classes such as
GEPT/TOEIC test preparation because they believed it would create a more
comfortable learning environment, reduce the learners affective filter, as well as
enhance comprehension. Some EFL teachers the researchers interviewed privately also
agreed that a limited use of L1 was more efficient in achieving rapid understanding of
L2, and that L1 use may help students to be aware of the similarities and differences
between linguistic structures, and consequently could provide accurate translation.

Statistical analysis of cross-tabs

To further investigate whether there were significant differences in teacher

preference among the subgroups of respondents, Crosstabs and Chi-Square tests were
performed for statistical analysis.

Table 6: Crosstabulation
A ROC national A foreign national Total
freshmen 169 96 265
sophomore 140 94 234
TOTAL 309 190 499

Table 7: Chi-Square Test

Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 1.435 2 0.488
Likelihood Ratio 1.777 2 0.411
N of Valid Cases 499

Tables 6 and 7 above show whether students preference for native English
speaking teachers varies according to the year they are in school. It was found that
chi-square value = 1.435, p value = 0.488> 0.05, denoting that there were no significant
differences in teacher preference between the first-year and second-year students.

Table 8: Crosstabulation
College A ROC national A foreign national Total
Engineering 127 57 184

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Commerce & Management 122 88 210

Aviation 21 22 43
Health Science & Technology 40 23 63
TOTAL 310 190 500

Table 9: Chi-Square Test

Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 8.431 3 0.038*
Likelihood Ratio 8.427 3 0.038*
N of Valid Cases 500

Tables 8 and 9 illustrate whether students preference for English teachers varies
according to the college they belong to. It was found that chi-square value = 8.431,
p value = 0.038<0.05, denoting that significant differences were apparent among
students of different colleges. It was shown that native English speaker teachers were
most welcomed by students in the College of Aviation. The researchers assume it is
because aviation students have long realized that English is an important component in
their future career. In aviation-related industries, it seems very likely that they will be
working with foreigners or even working abroad, and therefore having a good command
of English is crucially important to them.

Table 10: Crosstabulation

A ROC national A foreign national Total
beginning 92 67 159
mediocre 103 63 166
advanced 114 60 174
TOTAL 309 190 499

Table 11: Chi-Square Test

Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 2.067 2 0.356
Likelihood Ratio 2.066 2 0.356
N of Valid Cases 499

Tables 10 and 11 demonstrate whether students preference for native and

non-native teachers varies according to their levels of proficiency. It was found that
chi-square value = 2.067, p value = 0.356>0.05, denoting that there were no significant
differences in teacher preference between advanced level students and low level
students.

VI. Conclusion

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Despite the obvious limitations of the study, including the relatively small sample of
respondents, which only reflects the views of Taiwanese students from one
technological university, there are some findings that can be drawn from the research.
The most important finding is that there is indeed a place for the mother tongue or L1 in
EFL classrooms. The teachers use of the mother tongue was perceived particularly
helpful for certain aspects of language learning. Another salient finding is that students
in the aviation program seem to have a predilection for English-medium instruction, but
less so students with other academic backgrounds. It is known that having good
communication skills in English is a mandatory job requirement in the aviation
operational and managerial contexts. The fact that they are aware of the importance of
good English competence needed in their chosen career has, without question, enhanced
their motivation for learning the language. It is recommended therefore that schools
seek for native English teachers with preferably some basic knowledge of Chinese, or
Chinese English teachers who are fluent in oral English and are confident in teaching
the language of English through the medium of English, so as to satisfy the needs, both
academic and occupational, of aviation students.
The researchers agree with the idea that EFL learners need as much exposure as
possible to English during limited class time, the only time in their daily lives when
they encounter the target language, and that by forcing them to think and speak in
English, they are therefore compelled to produce comprehensible output and negotiate
meaning. However, the researchers suggest that in contrast to traditional
Communicative Language Teaching methodology, a controlled and judicious use of L1
can have both pedagogical and affective positive effects in EFL classes. As Mai-ling
(1996) advises, speaking English in class with little regard to whether the students
understand or not will result only in meaningless exposure. On the other hand, using
L1 arbitrarily will easily lead to the overuse of it, which is equally harmful to language
learning. It would perhaps be profitable if teachers could use L1 sensibly as an
effective supplementary teaching medium, but not as a float that they grasp for survival
(p.98).
In conclusion, the use of the mother tongue or L1 is sometimes indispensible since it
fulfills certain functions and purposes for the learners. Instead of throwing away this
great resource, not to mention the cultural aspect, L1 should become widely acceptable
as a necessary and facilitating tool for EFL learners. All this is of particular importance

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if the instructional goal is to create a student-centered learning environment as most

recent methodological trends seem to be suggesting these days.

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