Influence of L۱ Use on Vocabulary Learning, Class Engagement, Enjoyment, and Anxiety among Iranian EFL Learners (Research Paper)

The present study investigated the impacts of the use of L۱ on Iranian EFL learners' vocabulary learning, class engagement, enjoyment, and anxiety.  This study employed a quasi-experimental design, integrating both qualitative and quantitative data collection methodologies, and was conducted at Pazhoohesh language Institute in Isfahan, Iran. Participants consisted of ۴۰ beginners (Male, female) who were randomly selected following a homogenization process administered by the institute. Then, they were divided into two experimental and control groups. The experimental group received their main instruction in their L۱, while the control groups’ teacher totally used English as the medium of communication and instruction. To signify if there existed any difference between the experimental and the control group, a pre-test and posttest of vocabulary and three questionnaires, class engagement, anxiety and enjoyment were administered. Finally, some experimental group learners were interviewed to investigate the participants' attitudes toward using L۱ in their classes. A MANCOVA test was used to analyze the data (SPSS version ۲۷).  The results revealed a significant difference in scores between the experimental group, which used L۱ (Persian) for instruction, and the control group, which used only English, with the experimental group demonstrating better vocabulary learning, higher class engagement, lower anxiety, and greater enjoyment, indicating that L۱ use enhances learning outcomes and creates a more effective and supportive environment for EFL learners. The findings suggest that the strategic incorporation of L۱ as an instructional tool significantly enhances learning outcomes, thereby enabling students to achieve higher levels of academic proficiency and cognitive engagement. This underscores the pedagogical value of leveraging learners' native language as a scaffold to facilitate comprehension, retention, and overall educational success.

کلیدواژه ها:

anxiety ، Class Engagement ، Enjoyment ، First language ، vocabulary learning