Kosar, Gulten2024-09-182024-09-1820222146-1732https://hdl.handle.net/20.500.12483/9810Answers have been sought to the question of whether using first language in English lessons holds a facilitative power over or is a major hindrance to learning it. This comparative case study aims at filling the gap in the literature in comparing and contrasting EFL practicing teachers and EFL student teachers' attitudes to the use of first language, and if school experience impinges impact on EFL student teachers' attitudes towards incorporating it into English language teaching. The inductive content analysis of the data collected by pre-semi-structured interviews and post-semi-structured interviews demonstrated the school experience did not produce substantial changes in EFL student teachers' attitudes towards first language use. Additionally, whilst strong parallels existed between the attitudes of both sides concerning first language use, notable discrepancies as to the emphasis placed by them upon extraneous factors to elucidate the reasons lying behind its use appeared. (C) Association of Applied Linguistics. All rights reservedeninfo:eu-repo/semantics/closedAccessEnglish Language Teaching and LearningEFL Practicing teachersFirst Language UseSchool ExperienceArticle1212843WOS:000740653900003N/A