The Effect of L1 Use on Self-Efficacy and Reading comprehension of Iranian PreIntermediate EFL Learners

The Effect of L1 Use on Self-Efficacy and Reading comprehension of Iranian Pre- Intermediate EFL Learners

Abstract- The present study was an attempt to evaluate the effect of L1 use on self-efficacy and reading comprehension of Iranian pre-intermediate EFL students. The participants of the study were 50 students of the pre-intermediate level at Jazeereh Zaban institute, Borazjan, Bousher, Iran. Their level was proved by the institute entrance exam. This exam was designed and validated by the scientific board of the institutes and consisted of different parts: interview, pronunciation, translation, and reading test. At the first stage these participants were divided into two groups of control and experimental. Two pretests including a comprehension test and a self-efficacy questionnaire were administered for both groups. The book American English File 1 was the source to be taught. The control group was treated with the normal program in which the use of L1 was forbidden but for the experimental group L1 use was allowed in the process of teaching. There were 15 sessions for both control and experimental group. Each session lasted for 90 minutes. The First session and the last session were allocated to administering the pre-tests and the post-tests (comprehension test and self-efficacy test). The posttests were the same as the pretests. The data were analyzed using SPSS software, version 20. Descriptive statistics as well as independent sample t-tests as well as paired sample t-tests were run. The results showed the positive effect of L1 use on improving reading comprehension and self-efficacy score. The results of the present study can be useful for EFL teachers, students, and syllabus designers.