This study investigates the potential impact of translanguaging pedagogy on EFL learners' four language skills, as well as their perceptions towards its inclass implementation as a pedagogy. The study was conducted for 10 weeks with 60 pre-intermediate and 60 upper-intermediate students at a high school in the north of Turkey. In each group, half of the students were assigned as the experimental group, while the other half as the control group. The experimental groups were subject to a 10-week (40 h of teaching) of translanguaging pedagogy, whereas one of the control groups was taught through grammar-translation methods, while the other, through communicative language approach. In the study, the quasi-experimental mixed methods design was employed. The analysis of a paired-sample ttest and one-way analysis of ANCOVA indicated that translanguaging played an effective role in improving students' four English language skills. Semi-structured interviews revealed that the students reported constructive, cognitive, interactive, and affective benefits through translanguaging pedagogy since they were able to draw upon all the linguistic resources for meaning-making and negotiation, a sense of comfort, and a sense of motivation to use English. We offer implications for teachers and teacher educators regarding the role of translanguaging in teaching English.
The current study examines the impact of L1 use on EFL learners' L2 speaking skills as well as their perceptions of L1 use in fostering oral production in L2. The study was conducted for 10 weeks with 60 low intermediate and the high intermediate students at a high school of science in Turkey in 2018-2019 spring term. In each group, half of the students were designated as the experimental group and the other half as the control group. The experimental groups in each level group were exposed to a 10-week (40 hours of teaching) of L1 use in order to promote speaking skills in L2 while the control groups were taught through communicative language approach. In the study, the explanatory sequential mixed methods design was utilized. The analysis of a Paired-Sample t-test indicated that L1 use played a pivotal role in ameliorating students' L2 speaking skills. Semi-structured interviews revealed that students favoured L1 use through which they could attenuate cognitive load and experience stress-free classroom environment in order to improve speaking skills in L2. Lastly, the students exposed to judicious and systematic L1 use outperformed the students exposed to only L2 at low intermediate and high intermediate level as regards boosting oral production in L2 and developing students' positive perception of L2.Pedagogical implications are discussed.
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