Dilek DurukanAyhan Kahraman2023-05-162023-05-162021Dilek Durukan. Perceptions of Turkish school teachers on the use of mother tongue in EFL classes / Dilek Durukan, Ayhan Kahraman // Advanced Linguistics. – 2021. – № 8. – Pр. 5-15.https://ela.kpi.ua/handle/123456789/55748The article focuses on the research into the opinions of Turkish school teachers whether the mother tongue (L1) should be included or excluded in the foreign language classes. The problem under study has been debated by researchers and there is no consensus on this controversial issue. It is stated that most of the studies are conducted on the tertiary level, and there are very few ones on the primary & secondary levels. Therefore, this study explores the perspectives of English teachers working in primary schools in comparison to high schools affiliated with Turkish national education. It also investigates for which language skills both of those groups find the use of mother tongue (Turkish) relatively effective and their justification behind the use of L1 in their classes in which English is taught as a foreign language. A total of 30 primary and 30 high school teachers working in Usak (Turkey) participated the study voluntarily. The study has employed mixed-method and data were collected through a questionnaire developed by Kuru and Tekin (2019). Moreover, semi structured interviews were conducted to obtain qualitative data with randomly selected primary school (8) and high school teachers (8). By means of the Statistical Package for Social Sciences (SPSS), descriptive statistics were conducted and qualitative data were analyzed thematically. Findings of the quantitative data indicated that majority of both primary and high school teachers support the use of mother tongue in English as a Foreign Language (EFL) classes. Additionally, there is no significance difference between the perceptions of primary school and high school teachers regarding the use of L1. Finally, results of the qualitative data advocate the findings of the quantitative data.enmother tongueprimary school teachershigh school teachersperceptionssemi structured interviewsрідна мовавчителі початкових класіввчителі середньої школисприйняттянапівструктуровані інтерв’юArticlePp. 5-15https://doi.org/10.20535/2617-5339.2021.8.2473270000-0002-6082-61920000-0002-3410-6351