The role of the mother tongue in EFL classrooms: Kurdish learners’ experiences and teachers’ perspectives

Journal of Language, Literature, Social, and Cultural Studies, Volume 4 Number 1 (March 2026), p. 12- 21 ISSN: 2986-4461 DOI: https://doi.org/ https://ympn.co.id/index.php/JLLSCS Reconsidering mother tongue use in EFL classrooms: Kurdish learners’ experiences and teachers’ perspectives Zanyar Nathir Ghafar1, Omar Mohammad-Ameen Ahmad Hazaymeh2, Bareq Raad Raheem3 Pharmacy Department, Technical Institute of Sulaimani, Sulaimani Polytechnic University, IRAQ1 Al-Balqa Applied University, Al-Huson University College, JORDAN2 College of Engineering for Artificial Intelligence Technology, IRAQ3 1Email: Abstract - This study explores the role of the mother tongue in English language classrooms by examining the experiences of Kurdish learners and the perspectives of their teachers at Gasha Educational Community. It investigates why students use Kurdish during English lessons and how this practice affects learning outcomes. A qualitative design was employed using semi-structured interviews with 16 students (Grades 4–7) and three English teachers. Findings indicate that Kurdish aids comprehension, reduces anxiety, and reinforces cultural identity, yet overreliance may limit English proficiency. Both learners and teachers emphasized the importance of a balanced approach, where Kurdish scaffolds learning while English remains the primary instructional language. The study highlights the value of culturally responsive pedagogies that recognize learners’ linguistic backgrounds and enhance effectiveness in EFL classrooms. Keywords: mother tongue use; EFL classrooms; Kurdish learners; teacher perspectives; classroom practices; multilingual education 1. Introduction The use of the mother tongue or first language (L1) in English as a Foreign Language (EFL) classrooms remains a controversial topic, with ongoing debates over when and how it should be used effectively. Learning EFL differs significantly from learning English as a Second Language (ESL), as students in EFL contexts generally lack natural exposure to English outside the classroom. In countries where English is taught as a foreign language, learners often face limited opportunities to practice it in daily life, relying almost exclusively on classroom interaction (Adekola et al., 2018). Some scholars argue that maximizing the use of English in the classroom significantly enhances students’ exposure, thereby facilitating the development of interlanguage and communicative competence (Semiun eta l., 2014). By incorporating authentic English input, teachers can foster confidence, fluency, and a more meaningful connection between classroom learning and real-life language use. Nevertheless, research has also shown that reliance on the mother tongue can be both supportive and detrimental. Zhao (2019) highlighted negative transfer effects, such as the misuse 12 Journal of Language, Literature, Social, and Cultural Studies, Volume 4 Number 1 (March 2026), p. 12- 21 ISSN: 2986-4461 DOI: https://doi.org/ https://ympn.co.id/index.php/JLLSCS of plural forms, inappropriate lexical collocations, and literal translations, which often slow down learners’ progress. Overdependence on L1 may prevent students from internalizing target language structures. Conversely, several studies argue that using the mother tongue strategically can support comprehension, reduce anxiety, and allow learners to engage more meaningfully in classroom tasks (Khati, 2011). This indicates that the question is not whether to use L1, but rather how, when, and to what extent. In the context of the Kurdistan Region, particularly in private schools in Sulaimani, English is often the first foreign language taught. Students are expected to use English primarily in classrooms, while outside, opportunities for authentic communication remain limited. This creates challenges for students in sustaining consistent practice and interaction in English. Moreover, the teacher’s methodology and attitude toward L1 use play a crucial role in shaping the classroom environment and influencing learners’ willingness to engage in English. The interplay between teachers’ practices and students’ preferences illustrates the need to consider both perspectives when examining the role of the mother tongue in EFL education. This study, therefore, investigates not only students’ perceptions but also teachers’ insights regarding L1 use in English classrooms. Students’ voices shed light on their motivations, challenges, and preferences for employing the mother tongue, while teachers’ perspectives reveal how pedagogical choices either encourage or discourage its use. Understanding this dynamic provides a more comprehensive picture of how L1 functions within the learning process, highlighting both its facilitative role and potential drawbacks. The debate surrounding whether teachers should use students’ native language when teaching a foreign language has persisted for decades. Proponents argue that the mother tongue provides essential scaffolding for learners, particularly younger students or beginners, as it aids comprehension, reduces anxiety, and builds confidence. Opponents, however, insist that immersion in the target language is the most effective method, as it ensures maximum exposure, fosters fluency, and builds cultural understanding. In Kurdistan, English is taught as a foreign language in most schools, both public and private. However, unlike contexts where English functions as a second language, students in Kurdistan rarely encounter English outside of school. This creates an environment where opportunities for meaningful practice are limited. For many learners, English is confined to academic settings, making their mother tongue (Kurdish) the default mode of communication outside class. This situation influences not only student progress but also teacher strategies, as instructors must decide whether to rely on Kurdish for explanations or to insist on English-only interactions. Research suggests that students’ gender, age, and motivation can also shape their engagement with English. For instance, Akdamar and Sütçü (2021) found that female students in Kurdistan demonstrated a more positive attitude toward learning English than male students, often linking it to future opportunities for study or employment. Similarly, Mikael & Muhammed (2023), in their study at Duhok University, demonstrated that Kurdish students’ reliance on their mother tongue could both challenge and support their EFL learning. While mother-tongue interference often complicated grammar and vocabulary acquisition, it also provided learners with a unique lens to compare linguistic structures and cultural meanings across languages. At the classroom level, teachers also recognize these dualities. Rashid (2015; Faraj & Saber, 2025; Barzani & Baiz, 2024; Ahmed, 2017; Mahmood, 2021) emphasized that learners need to develop accuracy, fluency, and clarity, but the structural differences between Kurdish and English often resul (...truncated)