Nghiem Nguyet Thu, Truong Tuyet Mai, Tran Thị Thu Trang, Nguyen Anh Tuan, Tran Chau Quyen, Nguyen Lien Hanh, Nguyen Huu Hoan, Bui Thi Huong Lan, Phung Thi Hau, Ha Huy Tue, Truong Viet Dung, Ryohei Tsuji, Yuta Watanabe, Naoki Yamamoto, Osamu Kanauchi
Impact of Infectious Disease after Lactococcus lactis Strain Plasma Intake in Vietnamese Schoolchildren: A Randomized, Placebo-Controlled, Double-Blind Study
Nutrients
study examined instructors arguments use l1 efl classes explored frequency use functions l1 also investigated impact participants gender education level years teaching experience responses survey questionnaire classroom observations used collect data 189 5 efl instructors respectively descriptive inferential statistics used analyze data results showed efl instructors mixed perceptions l1 use efl classes believed l1 facilitative roles eg helping students build lexicon negative consequences eg interfering students learning furthermore instructors utilized l1 various language classroom management social purposes varying extent l1 frequently used explain difficult grammatical points new vocabulary difficult concepts instructors favored used l1 frequently lowlevel classes higher levels study also revealed statistically significant differences participants responses gender education years teaching experience study recommends efl instructors revisit use l1 efl classes use judiciously systematically optimize students english learning prevent negative consequences overuse l1 eg learners dependence l1