The primm)' intent of this descriptive study was to assess the necessities of L, lise inrnthe EFL classroom based on which English teachers wOlild make use of L, ill leachingrnEnglish. To this end. 100 randomly selecled grade 9 slI/dems and Iheir Englishrnleachers available in two schools, Baso and Debre Sirhan higher secondw), schools,rnwere used as the subjects o.l the study. Two instrllmems, questionnaire and il1lervieltl,rnwere used 10 gather pertinel1! data/iÂ·om the participants.rnThe quantitative daw obwined Ihrough Ihe close-ended items of both teachers' andrnsludents' questionnaires were tallied and Ihe /i-equencies were changed infOrnpercenlage in order to make the resulls suitable for discussio/lS, interprelmions, andrnconclusions or generalizations. On the other ham/, Ihe qualitative data galheredrnthrough the interview and fell' open-elided questions o/the questionnaires werernsUll1marized Clnd presenled in the/arm of rep oris. The analyses olboth the quantitalivernand the qualitative data were immedialely/o//owed by disclissions and il1le'pretationsrnwhich were also {fflempled to be linked It'ith some of the reviewed Iiteral1lres.rnThe jindings ollhe stU(O' indicated that both the slUdenl and the leac'her participantsrnfoulld the use o.lL, in the English classroom useful. /1 was also /()und oul that therernare instances when Ihey find L1 use the mosl usejiJ!. For example, '10 give thernmmnings of new vords '; 'to explain difficult concepts '; 'to check for comprehension ';rn'/0 give inSlrllctions' and 'to explain difficult grammar points' are the ones to be givenrnthe higher priority /01' the use 0/ L, in the English classroom. Moreover, thernfill7damental reasons of the students' and teachers' pre/erencesj(Jr Ihe use I