The role of a learner’s first language (L1) within the second language (L2) learning environment has long been an interesting topic of debate. Traditionally, the use of the L1 has been considered negative and without benefit to the learner, with Direct Methods of L2 teaching avoiding its use in the classroom altogether (Rodgers, 2014). The advent of Communicative Language Teaching (CLT) in the mid-20th century saw a shift from strict L1 avoidance to a position that ignored its existence altogether (Rodgers, 2014). However, in recent years, researchers have begun to acknowledge that, because learners access and utilise their L1 throughout the L2 learning process (Cook, 1992), there is no logical reason why learners should avoid its use (Cook, 2001).

This realisation, combined with acceptance of the beneficial effects of collaborative group discussions in language learning and reading comprehension (Evans, 1995), and investigations of L2 readers’ code-switching in written recalls (Sweetnam Evans and Lee, 2013), suggests that L1 group discussions would benefit L2 readers (Sweetnam Evans, 2013).