The issue of whether the learners' mother tongue should be used in the classroom has always been a subject of ongoing discussion by many researchers. This paper attempts to investigate the use of Chinese (L1) in English classes at a tertiary level. The main objectives were to examine the purposes of L1 use and the attitudes of Taiwanese technological students towards the use of Chinese in the EFL classrooms. The participants were 510 undergraduate students at China University of Science and Technology. Data were collected through a questionnaire with two types of multiple-choice questions-single response and multiple response. The results indicated that the use of Chinese was for defining new vocabulary words, explaining grammar rules, clarifying difficult concepts, and lastly checking for comprehension, and that a balanced and judicious use of L1 in the EFL classrooms by both teachers and students can be useful in the language learning process and may even be essential to increase learners' comprehension.
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