Analytical Hierarchy Process in Identifying and Ranking Factors Affecting L۱ Use among Iranian EFL Teachers

Consolidating the students’ L۱ permits instructors to supply clear clarifications and moderate potential challenges in comprehension. By recognizing the esteem of L۱, instructors can advance more successful dialect instruction. Hence, this ponder investigated the essential variables influencing Iranian instructors’ utilization of L۱ in EFL classrooms. The members of the think-about group were chosen through comfort inspection. A pairwise survey was conducted, and ۳۲ tall school English instructors from Gorgan, Golestan, Iran, reacted to the questions. Along these lines, ۲۰ instructors out of ۳۲ were chosen based on their level of instruction and the consistency of their reactions. They were counseled on how the pairwise survey was answered to get more reliable reactions. After analyzing the information utilizing the Master Choice computer program and Explanatory Chain of command Handle (AHP), it was uncovered that instructors, for the most part, favored utilizing L۱ to decrease negative full of feeling channels in a classroom environment, such as making less tense environment, additionally improving positive emotional channels like motivating the learners. It was also concluded that the other reasons behind the teacher's L۱ utilization were for classroom administration purposes, social targets, and cognitive engagement of the understudies. The discoveries of this thinking suggest that EFL instructors and TEFL approach producers join L۱ in teaching-learning and prepare more viably and intentionally.

کلیدواژه ها:

analytic hierarchy process ، EFL classroom ، first language ، analytic hierarchy process ، EFL classroom ، first language