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The focus of the present study was to find out the impact of teachers' and learners' gender variation on the responses about L1 use in L2 pedagogy at degree level. To explore a clear comprehension of the current topic, the study aimed at 577 learners and 156 teachers. The data collection was done through student-teacher questionnaires. The data were examined using SPSS (statistical package for social sciences) version 23. Data were analyzed with the help of descriptive analysis. The results of the present research show that L2 learners (male &amp; female) and English teachers (male &amp; female) exhibited an extremely positive tendency in regard to the use of L1 in the English classroom. Responses to the statements, overall, noted from the chosen senior to junior teachers show that letting mother tongue in foreign language classrooms is beneficial in Pakistani context as the ban of mother tongue from English class will cast a negative impact on their apprehension of EFL.

The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy