L1 in the EFL Classroom: A Comparative Study of Moroccan High School Teachers’ and Students’ Perceptions

Abstract

The use of students’ first language (L1) in second language (L2) classrooms has long been a topic of scholarly debate, oscillating between traditional monolingual principles and recent bilingual or translanguaging approaches. This study examines the perceptions of Moroccan high school teachers and students regarding the use of Moroccan Arabic (Darija) in English classes, and explores the extent to which their views align. The research was conducted in five public high schools and involved 79 students and 15 teachers of English. Data were collected through online questionnaires containing closed and open-ended items and were analyzed descriptively. The findings revealed that both groups hold generally positive attitudes toward the use of Moroccan Arabic in EFL instruction. Students favored frequent L1 use, especially for vocabulary comprehension, grammar clarification, and affective support. Teachers also acknowledged its pedagogical value but preferred limited and strategic use, mainly for classroom management, giving instructions, and explaining difficult concepts. The findings also highlighted the need for balanced bilingual practices that maximize learning while maintaining sufficient exposure to English.