English Language Teaching; Vol. 16, No. 2; 2023 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education 74 The Sociocultural Perspective on the Use of L1 as a Supporting Tool for EFL Learning Panicha Nitisakunwut 1 , Thanawat Nutayangkul 1 & Aphiwit Liang-Itsara 1 1 Faculty of Liberal Arts, Mahidol University, Nakhon Pathom, Thailand Correspondence: Aphiwit Liang-Itsara, Faculty of Liberal Arts, Mahidol University, Nakhon Pathom 73170, Thailand. Tel: 66-655-166-235. E-mail: aphiwit.lia@mahidol.edu Received: November 19, 2022 Accepted: January 16, 2023 Online Published: January 26, 2023 doi: 10.5539/elt.v16n2p74 URL: https://doi.org/10.5539/elt.v16n2p74 Abstract Many English as a Foreign language (EFL) teachers think that a target language should be solely used as a medium of instruction to allow the learners to immerse in the target language. However, in the learning process, the learners learn about the language content and other cognitively-related skills such as discussion, reasoning, and evaluation to complete the tasks. Some tasks could be more challenging to understand, discuss, explain, or complete in learners’ foreign language because they might need higher competence and fluency in the target language. This article attempts to review socioculturally informed research on the use of L1 in L2 or EFL classes and the features of English as a foreign language. The advantages of utilizing L1 in EFL courses will next be covered. The article will conclude with some advice that EFL teachers might utilize to increase their students’ productivity in EFL classes by utilizing L1 as a supporting tool for language learning. Keywords: sociocultural perspective, use of L1 in an FL classroom, EFL 1. Introduction The proper use of the first language (L1) in a foreign language classroom has been a source of debate. According to some academics, L1 can be a useful tool for learners’ cognitive processing of tasks involving the target language. Some contend that it is more advantageous for learners to get as much L2 exposure as possible. Exposure to the target language is one of the most crucial elements in learning a foreign language. However, opportunities for language learners to speak the target language outside of the classroom are scarce. Therefore, it is crucial for foreign language teachers to increase their students’ opportunities and exposure to the target language (Solhi & Buyukyazi, 2011). One of the most popular methods teachers employ to give their students input about the target language environment is to hold courses in the target language. The children would gain from utilizing the target language in the classroom if it were well planned, organized, and taught to the right level of learners. The students have been exposed to pertinent information that could improve their proficiency and fluency in the target language. Nevertheless, some foreign language education experts believe that allowing learners to complete some foreign language tasks in a shared L1 classroom would be more beneficial for the learners, particularly for tasks that call for a higher level of cognitive activities, like academic writing or critical conversation. Instead of utilizing L2 or a foreign language, learners will be better able to accomplish the activities if they are able to use L1. Due to their limited language proficiency and competency, the learners may require support to execute tasks in a foreign language. Aside from the cognitive skills needed to complete the activities, various psychological aspects—such as attitude, affection, emotion, and motivation—have frequently been cited as crucial contributors to students’ success. Teachers of foreign languages should be aware that these psychological aspects affect the students’ efforts to study. The interaction between learners and their peers will be made easier if the L1 is permitted in a foreign language course. In addition, because a target language is still developing, low-proficient learners may feel intimidated by using it. Encouragement of the target language when the learners are not ready may therefore demotivate them. It should be noted that the authors have no issues with students learning in the target language. However, before absolutely forbidding the use of L1 in a foreign language lesson, teachers must think very carefully. The purpose