Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English

Prilutskaya, Marina; Knoph, Rebecca

doi:10.1080/2331186x.2020.1832179

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Such a result, to some extent, echoes previous research showing the dynamic of learners’ attitudes towards translanguaging (e.g. Adamson and Coulson, 2015; Priluskaya and Knop, 2020). In other words, the positive role of online translanguaging peer feedback in L2 writing may change according to learners’ attitudes towards translanguaging.…”

Section: Discussion and Implicationsupporting

confidence: 86%

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Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance

Sun

Zhang

2022

RELC Journal

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Peer feedback has long been recognized for its value in improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of online peer feedback on learners’ second language writing performance. To fill the gap, we carried out this mixed-methods study to examine to what extent translanguaging in online peer feedback contributes to improvement in second language writing performance. A total of 79 Chinese English-as-a-foreign-language university students participated in 3 rounds of online peer feedback with a control group using only second language English ( n = 39) and an experimental group adopting translanguaging ( n = 40) in the process of online peer feedback. Six semi-structured interviews were also carried out to solicit participants’ understanding of online peer feedback. The quantitative results revealed that translanguaging online peer feedback, compared to English-only online peer feedback, was significantly more conducive to the improvement of learners’ second language writing performance in the first round of online peer feedback. However, such a significant difference was not observed in the second and third rounds of online peer feedback. The qualitative findings, on the other hand, showed that both conditions of online peer feedback were supported for their own advantages of improving learners’ second language writing. Additionally, the qualitative findings suggested that factors, such as motivation, agency, self-efficacy and translanguaging awareness, should be taken into consideration to enhance students’ translanguaging practice.

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Section: Discussion and Implicationsupporting

confidence: 86%

“…The benefits of translanguaging in L2 writing have also been evidenced in learner populations other than college students. For example, Priluskaya and Knoph (2020) compared 200 Norwegian upper-secondary school students’ L2 English writing under 3 L2 writing conditions (i.e. English-only, translation and translanguaging).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance

Sun

Zhang

2022

RELC Journal

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“…A research reports that Improving English literacy skills is crucial for Norwegian students, as English is widely used as the lingua franca in many academic and professional settings worldwide. Addressing these challenges could involve targeted language support programs, specialized courses, and an increased emphasis on English language training in the education system (Hellekjaer, 2010;Hellekjaer, 2009;Prilutskaya, 2020). The difficulties comes when the students have to write in English because the students will process translanguaging Translanguaging is a linguistic practice where speakers and writers fluidly switch between different languages or language varieties within the same discourse.…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ Difficulties in Writing English Focused on Voabulary

Erine,

Rahmatika,

Safitri

2023

IJEAL

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This study aims to determine the difficulties faced by students in understanding English texts, the factors causing the students to have difficulty in understanding English texts and then formulate the most dominant factors influencing the students in understanding English texts. This study used descriptive qualitative methods and the participants of the research was grade 10 students of MAS Al Washliyah 22 Tembung consisting of 4 students. The data were collected through interview, and they were analyzed by performing data reduction, presenting data and drawing conclusions. The results of the study found that students have several difficulties in understanding English texts because they are lack of interes,, lack of concentration and focus, and lack of mastery of strategies and methods of understanding English texts. Finally, it was concluded that the dominant cause of students' difficulty in understanding English texts was the lack of vocabulary mastery. In addition, it was found that some students had difficulty understanding English texts due to not having the right reading strategies, lack of vocabulary mastery, lack of grammar understanding, and they are not having regular reading habit.

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Translanguaging pedagogy in EAP writing: A multilingual Qazaq instructor’s perspective

Tastanbek

2024

Journal of Second Language Writing

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Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English

Cited by 5 publications

References 22 publications

Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance

Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance

Exploring Students’ Difficulties in Writing English Focused on Voabulary

Translanguaging pedagogy in EAP writing: A multilingual Qazaq instructor’s perspective

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