Improving EFL Learners' Speaking Skill: The Role of Proficiency Level and L1

Abstract

The role of first language as an impediment to L2 learning has been a well-documented subject in second language research. Along the same line teachers prefer to use circumlocution instead of giving the students L1 translation of unknown words. The current study attempts to investigate the role of L1 translation tasks and the proficiency level in EFL learners' speaking performance. To this aim, 120 learners were selected and divided into control and experimental groups. All the participants received the same treatment in terms of time, materials and drills. However the experimental group received additional tasks including L1 translation. Subsequently they took part in two speaking tests and their results were analyzed using descriptive statistics and independent-sample t-test. No moderating effect for proficiency level was found and L1 translations tasks were revealed to be effective across both experimental groups of pre-intermediate and intermediate learners.