Factors Informing Instructors' Language Choices in two EFL Classrooms in a Japanese University

Increasing attention has been given to the use of students' first language (L1) in second language (L2) educational settings, and the idea of the inclusion of the L1 in language classrooms has been acknowledged in various contexts.However, in Japan, the use of L2 by instructors is emphasized in English language teaching settings, and instructors' use of students' L1 is often viewed as a negative teaching practice.Combining classroom observations, interviews and field notes, this study explores two university instructors' language choices and use and furthers our understanding of the factors that inform their language choices in English language teaching contexts in Japan.While the two instructors share similar views regarding LI use in L2 classroom settings, their language choices in their classes were significantly different.The analysis shows how social and emotional factors as well as the instructors' own language learning and teaching experiences informed their language choices and use in the classroom.