Abstract: This paper presents the result of five classroom observations concerning how much Chinese (L1) university teachers actually used in their EFL classrooms for nonEnglish majors. Five subjects from Yunnan Universities took part in the study and the result suggests that the quantity of Chinese used in these university EFL classrooms seems to be beyond a beneficial level. Such practice is very likely to deprive students of the precious TL input they get in the classroom. Besides， there exists a huge variability across the five teachers， which will also deprive the students of their equal chance of achieving second language acquisition.