A vast body of available literature presents controversial ‎perspectives on the role of L1 in learning and communicating an L2. ‎The current exploratory qualitative study attempted to investigate the ‎reported experiences of ten Afghan EFL learners regarding their L1 ‎‎(Farsi Dari) role in communicating an L2 (English). The data ‎collected through Skype interviews with ten participants were ‎analyzed thematically. The findings indicated that both positive and ‎negative transfers of L1 occur at different levels in L2. The emerging ‎themes revealed that L2 is scaffolded with L1 proficiency; further, it ‎helps generate ideas, improve self-esteem, and reduce anxiety. The ‎findings also indicated some L1 interferences in L2 communication ‎particularly pronunciation, grammar, and vocabulary. The current ‎study's findings suggest that the language instructors should be aware ‎of the language transfers, both positive and negative, to provide ‎quality teaching to EFL learners. Further research studies can be ‎conducted through a different research design such as quantitative or ‎mixed-method exploring the EFL perspectives.