Impact of Elementary Learners’ L1 in Consciousness-raising Tasks on Their L2 Writing Accuracy

This study was an attempt to investigate the impact of elementary learners’ L1 in consciousness-raising tasks on their L2 writing accuracy. To achieve this end, 32 male and female elementary EFL learners, aged 17 to 26, participated in this study. They were assigned to two experimental groups (L1 and L2 groups) using the intact group sampling technique. The treatment was 13 two-hour sessions in which the participants of the L1 group were exposed to consciousness-raising tasks through their L1, but the L2 group experienced the same tasks in English. In the end, a writing test was administered for both groups and the data collected through the pre-test and post-test were analyzed using sample-a paired test-t and one-way analysis of covariance. The results of the data analysis showed that the L1 group significantly outperformed the L2 group in writing accuracy. This finding verifies the rejection of the ideological dogma of using the first language in foreign language classes.