This study investigates the language support strategies that implemented by EFL teachers in the English classes to Enhance student learning and comprehension. The main objective of the study is to investigate how teachers use different strategic tools, specifically including the use of the students' first language (L1), to provide instructional scaffolding, vocabulary support, and speaking advice. The study used qualitative research method. The data were collected through semi- structured interview and class observation. The participants were nine teachers and four classes were chosen for observations in the English department of both faculty Education and Art at Soran University. The data revealed that the teachers in the English department at Soran university used a variety of methods as language support strategies as a result, findings indicate that language support strategies are strategically implemented as a bridge to the gap in students' linguistic understanding and to boost classroom engagement. Furthermore, the study concluded that the way of EFL teachers lesson practice in similar academic contexts to optimize their teaching methodologies through effective support strategies. Keywords: Language Support Strategies, EFL Teachers, L1 Integration, Scaffolding, Linguistic understanding
