Sadegh Ghafari Farsani - M.A. in TEFL, Young Researchers and Elite Club, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
Mehdi Pourbafrani - M.A. in TEFL, Instructor, Department of Foreign languages, Nain Center, University of Applied Science and Technology, Nain, Iran
Amir Darki - M.A. in TEFL, Director and Instructor of Sokhan Language School, Kangan, Bushehr, Iran

Learning a second language in an EFL context requires both students and teachers tocooperate efficiently and resourcefully. By referring to the current theories of second languageacquisition and reviewing the recent literature, it can be seen that the first language of learners (L1)has a necessary and facilitating role in all aspects of language instruction. This indicates that thebilingual approach is gaining more support by incorporating the students L1 as a learning tool and alsoas a facilitator for an efficient communication. The focus of this study is to investigate the amount andpurposes of L1 use in EFL classrooms by teachers and students in English classrooms in Iran. Thispaper starts with the assumption that using the mother tongue when applied adequately andeffectively, can be used as a means of language learning and language teaching. So the use of L1, ifused properly and judiciously, is a needful, and worthy, pedagogical ally in the teaching and learningof English as language. Therefore, those who believe that L1 has a minimal role to play in the teachingof a foreign language are invited to think again of its role and contributions it makes to the fields oflanguage learning and teaching. The findings also indicated that using L1 facilitates students’ learningin EFL classrooms.

First language, EFL students, EFL teachers, EFL classroom