Novice teachers’ beliefs and practices of using L1 in EFL classrooms: A case study at English division I, FELTE, ULIS

Abstract

The present study was a case study which examined novice teachers’ beliefs and practices of using L1 in EFL classrooms at English Division I, FELTE, ULIS. To gain a vivid understanding of this issue, the research was conducted with five two - year - experienc e novice teachers of the faculty and ten first - year mainstream classes in which these teachers were assigned to deliver English lessons. For the data collection, a combination of questionnaires, semi - structured interviews, classroom observations and audio - recordings was employed. The results supported the judicious use of Vietnamese in some situations and suggested that L1 should be used flexibly according to students’ levels and lessons’ contents . Besides, some teaching implications for novice teachers’ more effective use of L1 were also discussed.