Ideologies and practices of the use of L1 in L2 vocabulary tasks.

This study investigates the beliefs, functions, and practices of using the first language (L1, Arabic) among Saudi male university learners of English as a foreign language (EFL) during collaborative vocabulary learning tasks in the second language (L2, English). Data from audio-recorded pair work and interviews reveal that L1 serves multiple roles—including scaffolding, task negotiation, relationship building, and clarifying meaning—that facilitate understanding of new English vocabulary. Despite frequent use of Arabic in tasks, many students expressed conflicting beliefs, often viewing L1 use negatively due to monolingual ideologies, which contrasts with their actual practices. The study recommends embracing translanguaging—the integrated use of multiple languages—as a pedagogical approach in Saudi and similar L2 educational contexts to enhance vocabulary acquisition and reduce learners' emotional stress related to L1 use.