Using the L1 in the L2 classroom: The students speak

The goal of this study was to elucidate how students’ preferences regarding their first language use (L1, or Japanese) in the second language (L2, or English) class varied with proficiency. Participants were 305 first- and second-year students in English-language courses in International Studies and Information Technology departments in a Japanese university. Research questions: 1) Did desires for L1 support vary with proficiency (“Proficiency Effect”); did proficiency levels influence when L1 support was 2) desirable; and 3) undesirable? Participants selected yes/no or multiple choice answers in an anonymous questionnaire. Agreement percentages, classified by participants’ scores on the Test of English for International Communication (TOEIC) into five proficiency levels, were analysed using Excel. Results revealed two Proficiency Effect patterns, influencing when L1 support was most and least desired in varying classroom situations. Participants preferred more instructive than affective L1 support. Recommendations for educators and future research were suggested. 本論の目的は、第2言語（L2または英語）授業における第1言語（L1または日本語）使用に関して、学生のL2習熟度に応じて、学生の希望がどのように変化するかを把握することにある。本研究は、日本の大学で国際学部および情報科学部に在籍する、1・2年生305名を被験者として行った。リサーチ・クエスチョンは、以下の通りである:(1)L1サポートに対する希望の強さは、学生の習熟度に応じて変化するのか(「習熟度効果」の有無)、(2)・(3) 学生の習熟度レベルは、どういった状況でL1サポートが望ましいのか、または望ましくないのかを左右するのか。前述の学生は、無記名方式のアンケートにおいて、「はい/いいえ」を選択、または多岐選択方式で回答した。質問に同意した学生の割合を、学生のTOEICスコアに応じて5段階の習熟度に振分け、Excelを用いて分析した。調査結果は、2通りの習熟度効果の存在を示唆した。これらの効果は、英語授業における様々な状況で、L1サポートが最大限および最小限に必要とされるか否かに影響を及ぼしていた。情意のL1サポートと教室内の指示に関するL1サポートを比べた場合、本論の被験者は後者に関してより多くのL1サポートを希望していた。英語教育者向けにいくつかの提言を行い、今後の研究計画についても言及した。

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Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

10.31235/osf.io/2t6cf ◽

2019 ◽

Author(s):

Abdulelah Alkhateeb

Keyword(s):

Second Language ◽

Language Learning ◽

English Language ◽

First Language ◽

Writing Skills ◽

Arabic Language ◽

Future Research ◽

Dynamic Relationship ◽

Arabic And English ◽

L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

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Indicators of Achievement in EFL Classes at a Taiwanese University

Education Research International ◽

10.1155/2012/635964 ◽

2012 ◽

Vol 2012 ◽

pp. 1-8

Author(s):

Brent Allan Kelsen ◽

Hsin-yi Liang

Keyword(s):

Test Performance ◽

English Language ◽

First Language ◽

Explanatory Power ◽

Student Assessment ◽

Language Ability ◽

Stepwise Multiple Regression ◽

Future Research ◽

Final Exam ◽

Dependent Variables

Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.

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ARE ENGLISH PROVERBS DYING A SLOW DEATH IN MALAYSIAN SCHOOLS? A SURVEY IN PRIMARY AND SECONDARY SCHOOLS IN KLANG VALLEY

Muallim Journal of Social Science and Humanities ◽

10.33306/mjssh/105 ◽

2020 ◽

pp. 155-174

Author(s):

MAHENDRAN MANIAM ◽

SUWARSIH MADYA ◽

SHANTI RAMANLINGAM

Keyword(s):

Secondary Schools ◽

Quantitative Research ◽

Teaching And Learning ◽

English Language ◽

Mixed Method Research ◽

English Class ◽

Digital World ◽

Klang Valley ◽

Research Questions ◽

Research Analysis

The purpose of this research is to investigate the reason(s) for the failure of the usage of English proverbs among students in the English class, both at primary and secondary level. The results of the research is expected to revive the use of English proverbs in schools as they can be used as a pivotal tool in the teaching and learning of English language. This is a mixed method research utilizing both qualitative and quantitative research analysis techniques. Sample for the research were 100 students from primary and secondary schools (two urban and two rural schools) in Malaysia. Apart from students, 50 English teachers too were used to get their feedback on the teaching and learning of English proverbs. The research has positively answered the three Research Questions. The data collected clearly indicated that English proverbs were not popular among students and teachers. And the interview transcripts clearly showed that the reasons on why English proverbs were underused. The teachers felt that English proverbs were archaic and not trendy to be used in the classrooms. Furthermore, the teaching of proverbs were also not prescribed in the school syllabus. On the other hand, it was found that some proverbs were not suitable for this era, where students are more into the digital world. This paper concludes with a discussion on the pedagogical implications of the results.

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A Language Course to Teach Administrative Staff English for Communication in an International University

Education as Change ◽

10.25159/1947-9417/8749 ◽

2021 ◽

Vol 25 ◽

Author(s):

Barry Lee Reynolds ◽

Melissa H. Yu

Keyword(s):

English Language ◽

International Communication ◽

Course Development ◽

Observation Data ◽

Administrative Staff ◽

Language Resources ◽

Language Courses ◽

International University ◽

Communication Needs

A qualitative case study was conducted to triangulate student interviews, a teacher’s reflection report, and classroom observation data to understand how a local language course prepared Taiwanese administrative staff for international communication across working contexts in an international university. The findings firstly show that the teacher treated course planning as a teacher and student process of co-developing, co-moderating, co-revising, and co-managing learning resources and content. The teacher empowered the administrative staff by giving them the authority to select language targets for study that the staff thought would be useful to fulfil their job duties. Secondly, participation of the administrative staff was important in creating and managing language resources for international communication. The teacher used vocabulary and dialogue writing and speaking practices that were contextualised to the needs of the administrative staff. The targeted vocabulary was selected by the administrative staff based on gaps in their knowledge and was then used to co-construct dialogues that addressed scenarios the staff had previously encountered that necessitated the use of English with internationals. Thirdly, developing the course to address the administrative staff’s communication needs was a process of rebalancing teacher autonomy, learner autonomy, and course development. Both the teacher and the students perceived the course effective in encouraging practical changes in the administrative staff’s learning and use of English, which they mostly attributed to the non-formal nature of the course and the support from higher management. Implications for planning and implementing English language courses for international communication were drawn from the findings

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Incorporating LINE Smartphone Affordances

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch064 ◽

2019 ◽

pp. 1341-1359

Author(s):

Pin-Hsiang Natalie Wu ◽

Michael Marek

Keyword(s):

Best Practices ◽

Language Learning ◽

English Language ◽

International Communication ◽

Cross Cultural ◽

Smartphone App ◽

Use Of Technology ◽

Collaborative Learning Environment ◽

Research Questions

This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.

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Lost in Translation : Linguistic Hurdles Facing Students of Color Pursuing International Education

EViE: Emerging Voices in Education ◽

10.17918/ha6y-9x62 ◽

2019 ◽

Vol 1 (1) ◽

Author(s):

Z.W. Taylor ◽

Keyword(s):

International Education ◽

International Student ◽

English Language ◽

Language Translation ◽

First Language ◽

Reading Level ◽

Future Research ◽

Grade Reading Level ◽

Language Content ◽

The U.S

As our world becomes increasingly globalized in social, economic, and political contexts, U.S. students choose to study abroad to develop their international communication skills, cross-cultural competencies, and second or third languages (NAFSA, 2017). However, an under-researched element of the international education enrollment process is how readable and translated international admissions instructions are, especially for language-minority students whose first language is not English, comprising over 92 million people living in the U.S. (Dillinger, 2017). Examining the international student websites of the top 100 Quacquarelli Symonds World Universities outside of the U.S., this study finds average international application instructions are written above the 15th-grade reading level, with 99% of institutions providing English-language content and only 5% providing Spanish-language content, even though 40 million people living in U.S. speak Spanish as a first-language. Furthermore, only 1% of international websites provide web-embedded language translation technologies. These findings suggest a globalized linguistic English-centrism that may hinder students from minoritized U.S. language populations attempting to pursue an international degree. Implications for policymakers, practitioners, and future research are addressed.

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Varieties and the Issue of Standards: How Should English be Taught in a Global Community?

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v2i1.167 ◽

2012 ◽

Vol 2 (1) ◽

Author(s):

Maria Rosario Y. Florendo

Keyword(s):

English Language ◽

Tertiary Education ◽

American English ◽

First Language ◽

The Philippines ◽

Language Teachers ◽

Language Policies ◽

Native Languages ◽

Language Courses ◽

Filipino Teachers

As language policies for basic and tertiary education in the Philippines vacillate between the preservation, promotion and use of first and native languages of students and the enhancement of English as a Second Language, language teachers are put in a dilemma. While sound language theories dictate that it is more productive to teach content courses in the students’ native tongue, the Department of Education’s language policy says otherwise. Further, while English language courses are still taught with emphasis on structure and form with Standard British or American English as models, outside, the native Philippine Variety of English is actually used. Although many young Filipinos today are raised speaking English as their first language, the variety too that they actually learn is native. The Philippines has also been a popular destination for other Asians who want to learn English (EFL). Learning from Filipino teachers would eventually result to the further spread, not of the Inner Circle variety, but the Philippine Variety of English. Thus, there is a need to reevaluate how English is actually taught and re-assess the standards of evaluation of students’ performance. Keywords - Teaching English, Standards, Models, Varieties/Variations, Multilingua l

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Revising writing in an online learning environment

The EuroCALL Review ◽

10.4995/eurocall.2012.16205 ◽

2012 ◽

Vol 20 (1) ◽

pp. 129

Author(s):

Eleni Nikiforou

Keyword(s):

Online Learning ◽

University Students ◽

English Language ◽

Writing Process ◽

Good Practice ◽

Future Research ◽

Online Learning Environment ◽

Efl Students ◽

Research Questions

The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise their writing globally or on the surface? 2) Do students co-operate or collaborate to edit their produced text? This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research conducted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given to the frequency with which the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions as to whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.

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English Language Teachers’ Perspective of Using L1 in TEFL Class

Lingua Cultura ◽

10.21512/lc.v15i1.7165 ◽

2021 ◽

Vol 15 (1) ◽

Author(s):

Yella Dezas Perdani

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

First Language ◽

Language Teachers ◽

West Java ◽

English Class ◽

Language Class ◽

Teachers And Students ◽

English Language Teachers

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

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