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linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei & Vaezi, 2007).

Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 percent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between “a little” and “a lot,” and about 57 percent think it helps from “fairly much” to “a lot.”

These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students' reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL '97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study.

Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusion supported by these studies is that L1 is use in certain context can have a positive impact on some aspect of L2 writing. Each of these found that when L1 was used in some type of pre-writing activity, whether for purpose of instruction, planning, activation or prior knowledge, or translating, learners generally wrote better compositions. In all cases, even when no improvement in writing was documented, there was a positive attitude towards the using L1 class among the subjects of these studies. A statistical analysis of data in the current study revealed that the use of L1 in pre-writing activities did not have a significant effect on L2 writing in any of the measurement examined.

 

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