The Use of Spanish in the EFL Classroom: A Case Study in a Public University

Abstract

This study investigated the use of Spanish as the first language (L1) in English as a Foreign Language (EFL) classrooms at a southern public University in Ecuador. It examined English professors' purposes and reasons for using Spanish and their perception of students’ attitudes. The research employed a quantitative descriptive design by administering a survey to 13 EFL professors of A1 and A2 level classes at the University's Institute of Languages. The survey data revealed that these instructors primarily used Spanish to clarify complex grammatical concepts and translate difficult vocabulary words. While some professors felt using Spanish enhanced comprehension for lower-level students, others believed overusing it could hinder students' English language immersion and proficiency development. Instructors reported using strategies like encouraging English use, providing visuals, and selectively using Spanish to minimize its overuse. Most professors expressed willingness to participate in professional development on judicious integration of L1 to support learning without excessive reliance on it. The findings highlight the need for a balanced, context-appropriate approach to L1 that enables EFL instructors to leverage L1 as a scaffolding tool while promoting maximum practice in the target language. Besides, the results emphasize the importance of understanding the role of the native language in second language teaching and provide insights to enhance English language instruction effectively.