Abstract
The value of using one's first language (L1) to promote a second language (L2) learning has been thoroughly investigated in the literature. However, this study aimed to further contribute to the investigation of English as a foreign language (EFL) instruction and uncover attitudes towards the use of L1 (Arabic) in face-to-face and online classrooms. This study utilised a mixed-method research design and revealed that both EFL instructors and learners are fully cognisant of the significance of L1 use to scaffold to L2 naturally and effectively. Participants reported that L1 plays a positive role in the L2 learning process. While instructors expressed learners' frustration in communicating in the English language throughout the instruction period, they reported that L1 use is likely to lead instructors to overuse L1 or learners to rely too much on their native language. Future research should be devoted to designing and planning clear expectations about the optimal level of L1 use, along with pedagogical materials and activities to promote EFL learning.