Teacher beliefs are the cornerstone of the teaching profession. Borg defines beliefs as “a proposition which may be consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and is therefore imbued with emotive commitment; further, it serves as a guide to thought and behaviour” (Borg, 2001 p 186). This study, conducted at a private university in Tashkent, Uzbekistan, is a comparative analysis of less and more experienced teachers (less than 10 years vs more than 10 years of experience), to determine whether their views on L1 (Uzbek) use differ. The research participants are 60 university teachers. Data were collected using an online questionnaire focusing on reasons for L1 use, advantages of L1 use, and strategies to discourage L1 use. Mixed-method research was implemented. The analysis revealed significant differences between the two groups of teachers. While more experienced teachers were cautious of L1 use due to 5concerns about overdependence and limited target language practice, the other group had more positive views, seeing L1 as a scaffold. These beliefs could relate to the teachers’ own language learning experience. While younger teachers provided positive remarks on their teachers’ use of L1 (strategic use), more experienced teachers had negative associations with L1 use- mainly the Grammar translation method, which hindered their language production. These findings highlight how professional experience shapes beliefs about L1 use and can inform teacher training and help set the guidelines for L1 use in English classes, both at the university and in Uzbekistan.

Authors:
Elina Tovmasyan, Kimyo International University in Tashkent, Uzbekistan

About the Presenter(s)
Ms Elina Tovmasyan is a University Associate Professor/Senior Lecturer at Kimyo International University in Tashkent in Uzbekistan

Connect on Linkedin
https://www.linkedin.com/in/elina-tovmasyan-1910bbb4/

See this presentation on the full schedule – Monday Schedule

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