The L1 Trap: How Using the First Language in IELTS Classes Sets Students Up for Failure

Shady Abuyusuf

Fri, 25 Apr 2025

744

The International English Language Testing System (IELTS) is designed to assess candidates’ proficiency in English across four key skills: listening, reading, writing, and speaking. Given that the test evaluates the ability to function effectively in an English-speaking environment, the medium of instruction in IELTS preparation courses plays a crucial role in determining students’ success. While some educators and institutions may opt to use students’ first language (L1) as a means of facilitating learning, this practice comes with several disadvantages that can hinder students’ performance in the exam and their overall language acquisition.

1. Reduced Exposure to English

One of the main drawbacks of using L1 in IELTS preparation is the significant reduction in students’ exposure to English. Since IELTS is an immersive test that requires candidates to think, process, and respond in English, regular exposure to the language is essential for success. Using L1 as a medium of instruction limits students’ opportunities to engage with English, making it more difficult for them to develop the fluency and automaticity needed for the exam.

2. Ineffective Listening and Speaking Development

Listening and speaking are critical components of the IELTS exam, yet they are often the most challenging for non-native speakers. If L1 is frequently used in class, students may struggle to adapt to the fast-paced, authentic English input they will encounter in the listening test. Moreover, in the speaking component, candidates must demonstrate their ability to communicate effectively in real-time conversations. Over-reliance on L1 can lead to slower thinking processes in English, increased hesitation, and difficulty structuring responses naturally.

3. Translation Dependency

When students are accustomed to receiving explanations and instructions in their first language, they may develop a habit of translating rather than thinking in English. This dependency on translation can slow down their cognitive processing, particularly in the reading and writing sections of the IELTS test, where time management is crucial. In contrast, an English-only classroom encourages students to internalize vocabulary, grammar, and concepts without resorting to their L1, making them more efficient test-takers.

4. Limited Academic and Test-Specific Language Development

IELTS assesses candidates’ ability to use academic English effectively, particularly in the writing and reading sections. The test requires a strong grasp of formal structures, academic vocabulary, and coherent argumentation. If instruction is delivered in L1, students may not be adequately exposed to the type of language they need to perform well in the test. Without consistent practice in using complex sentence structures and cohesive devices in English, students may struggle to meet the required band scores, especially in Writing Task 2.

5. Lower Confidence in Using English Independently

An IELTS candidate who has been taught primarily in their first language may feel insecure when faced with real-world English communication. Since the exam is designed to assess language use in academic and professional contexts, students must be able to think and respond independently in English. If they have been reliant on L1 instruction, they may experience anxiety and self-doubt when communicating without translation support, ultimately affecting their fluency and confidence during the test.

6. Misalignment with IELTS Expectations

The IELTS test is designed to measure real-life English proficiency, which means candidates must be comfortable engaging with English in authentic scenarios. By using L1 as the medium of instruction, teachers risk creating an artificial learning environment that does not reflect the linguistic demands of the test. An English-only approach ensures that students develop the adaptability and resilience needed to perform well under test conditions, improving their overall readiness for the exam.

7. Financially Motivated Practices in the Egyptian Context

In the Egyptian context, some IELTS instructors resort to using L1 as a medium of instruction for financial gain rather than pedagogical effectiveness. By relying on L1, they can cram students from different proficiency levels into the same classroom, making it easier to manage a mixed-ability group without having to tailor instruction to individual needs. This approach allows them to enroll more students and maximize profits at the expense of proper language acquisition. Unfortunately, this practice often leads to ineffective learning, as weaker students fail to receive the structured support they need, while stronger students miss out on the full English immersion necessary for IELTS success.

Conclusion

While using L1 in IELTS preparation may seem like an effective way to clarify complex concepts, its disadvantages far outweigh its benefits. It limits students’ exposure to English, weakens their listening and speaking skills, fosters translation dependency, and hinders the development of academic language. Additionally, in some contexts, such as Egypt, it is used as a means to prioritize financial gain over student learning outcomes, further diminishing the effectiveness of IELTS preparation. To maximize their chances of success, IELTS candidates should be encouraged to learn and think in English, fostering a more immersive and effective learning experience. By adopting an English-only approach in IELTS classrooms, teachers can help students build the language competence and confidence they need to achieve their desired band scores.