Impact of bilingual practice on EFL learners’ self-efficacy

Rathert, Stefan; Cabaroğlu, Neşe

doi:10.17263/jlls.759288

Cited by 3 publications

(1 citation statement)

References 83 publications

(83 reference statements)

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“…The former develops what Cook called "multicompetence", which refers to the assumption that bilinguals are different from monolinguals in that they have different uses for language, different knowledge of both L1 and L2, and different language processing. Following from this, the L1 translation should not be prohibited in an L2 classroom, an argument supported further by Rathert & Cabaroğlu's (2020) and Yuvayapan's (2019) studies. As argued in Jiang (2002), L1 translation is a strategy used by L2 learners at a beginning level in order to access the meanings/concepts of L2 lexical forms, and with the repeated association between L2 words and L1 meanings/concepts mediated by L1 they will eventually be able to have direct access to the semantic information of L2 words already existing in their conceptual system.…”

Section: Discussionmentioning

confidence: 85%

The mapping process from L2 lexical forms to L1 meaning

Alshehri

2021

JLLS

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This study investigates two models of L2 vocabulary acquisition at an advanced L2 level: L1 lemma mediation and the revised hierarchical models. Proponents of the L1 lemma mediation model postulate that advanced L2 learners map L2 words to L1 meanings or concepts, whereas proponents of the revised hierarchical model argue that the increasing experience in L2 helps learners remap the L2 words to their L2 meanings. In this study, 26 proficient Arab L2 speakers of English and 26 English native speakers were given 76 semantically related word pairs and were instructed to rate their semantic relatedness on a 5-point Likert scale as quickly as possible. It was found that word pairs sharing the same Arabic translations had been rated significantly higher than word pairs not sharing the same Arabic translations. The results supported the L1 lemma model-namely, even advanced L2 learners still rely on their L1 to access the meanings of L2 words.

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Section: Discussionmentioning

confidence: 85%

The mapping process from L2 lexical forms to L1 meaning

Alshehri

2021

JLLS

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Developing crosslinguistic awareness through plurilingual consciousness-raising tasks

Woll

Paquet

2021

Language Teaching Research

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If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless, learners were shown to build on knowledge of previously acquired languages, to rely on language learning experience and to develop metalinguistic awareness. This study explores the perceived usefulness of a plurilingual consciousness-raising task that aims at helping learners make and strengthen connections between the TL and other previously acquired languages. Two university-level language courses were targeted: Spanish in Quebec and French in Mexico. Two customized tasks were implemented and recorded in each course throughout the semester. Each task included an input-based (discovery) phase, a reflective (metalinguistic) phase during which participants were asked to make assumptions on underlying patterns and correspondences across languages, and a validation phase where they presented their assumptions until reaching a consensus as a group. While tasks were generally perceived as useful, analyses of post-task questionnaires also revealed mixed feelings regarding its inductive stance. However, the verbal data collected demonstrated that the collaborative and metalinguistic reflective nature of the task permitted learners to find correspondences between languages and to engage in knowledge construction. Moreover, the various reflections collected indicate that learners benefitted from the task as groups engaged in metalinguistic reflections, activated their plurilingual repertoire and were able to create accurate assumptions regarding the targeted structure.

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Effects of self-regulation strategies on EFL learners’ language learning motivation, willingness to communication, self-efficacy, and creativity

Zhang

2024

BMC Psychol

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This study tried to know how self-regulation strategies (SRS) affected the motivation, self-efficacy, willingness to communicate (WTC), and creativity of Chinese EFL learners as they learned English language. To do this, eighty intermediate EFL students were selected and divided into two groups: experimental and control. Four questionnaires were then used to assess the participants’ motivation for language acquisition, WTC, self-efficacy, and creativity prior to the intervention. Subsequently, SRS was used to treat the experimental group (EG), whereas a traditional instruction was given to the control group (CG) without the use of SRSs. Four questionnaires were given again as post-tests following a 15-session treatment to gauge how the treatment affected the students’ motivation for language acquisition, WTC, self-efficacy, and creativity. Based on the study’s results, the EG considerably outstripped the CG on each of the four post-tests. The findings of this research have some implications for researchers, English teachers, EFL learners, and other stakeholders.

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Impact of bilingual practice on EFL learners’ self-efficacy

Cited by 3 publications

References 83 publications

The mapping process from L2 lexical forms to L1 meaning

The mapping process from L2 lexical forms to L1 meaning

Developing crosslinguistic awareness through plurilingual consciousness-raising tasks

Effects of self-regulation strategies on EFL learners’ language learning motivation, willingness to communication, self-efficacy, and creativity

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