the effect of l1 use on self-efficacy among iranian intermediate efl learners

This study aimed to evaluate the impact of l1 use on self-efficacy of iranian intermediate efl students.the research involved 50 intermediate-level efl students from the islamic azad university, bushehr branch. to achieve the study’s objectives, oxford’s quick placement test, version 2 (2004), was administered. participants were then divided into two groups: control and experimental. both groups underwent a self-efficacy pretest. the control group followed the standard curriculum, which prohibited l1 use in the reading comprehension course, while the experimental group was allowed to use l1 during instruction. the study spanned 14 sessions, each lasting 90 minutes, with the first and last sessions dedicated to administering the pretests and posttests (identical self-efficacy tests). the collected data were analyzed using spss software, version 26, employing descriptive statistics, independent sample t-tests, and paired sample t-tests. the findings indicated that l1 use positively impacted the self-efficacy scores of the experimental group. these results have practical implications for efl teachers, students, and syllabus designers.