Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching

This study examines the views of the instructors and students regarding the use of mother tongue in EFL classrooms. Using mixed-methods teaching that blends quantitative Likert-scale survey questions with qualitative semi-structured interviews; the study includes a sizable sample size of 286 students and 10 teachers. A thorough analysis of demographic variables, including Age, gender, nationality, linguistic proficiency, and educational history, are aimed at in this investigation. This study uses quantitative survey data and semi-structured interviews to reveal people's preferences and the intricate mechanisms that give rise to these ideas. The research offers important insights into the current debate around mother tongue integration in English as a Foreign Language (EFL) instruction. Beyond the pattern analysis of data, the qualitative component looks into teachers' and students' real experiences and perspectives, providing a deeper understanding of the many facets involved. Given the multicultural background of the participants of the present study, it is believed that the findings will significantly influence the development of instructional strategies. The study's major ideas, including multicultural education, bilingualism, EFL pedagogy, and the different opinions of teachers and students, encompass its central principles and substantially impact the changing nature of language learning in EFL contexts.