Language switching: Exploring writers’ perceptions on the use of their L1s in the L2 writing process

Abstract

Recent research about L2 writing indicates that L2 writers are likely to instruct themselves on how and what to do during the writing process, using both languages to do so. This constant switch between their L1 and their L2 during their L2 composing process is known as «language-switching» (L-S). The main goals in this qualitative study were two: a) to explore the perceptions these participants have about their L2 composing process and particularly on the use of their L1s in the L2 writing process and b) to depict the perceptions, understandings and tensions these participants have about their personal L2 composing process. The participants in this study were four students in an American university who completed two L2 writing tasks. Data collected included interview transcripts, think aloud protocols (TAPs), reflection sessions, videotapes, students’ written texts and observations. Findings revealed that most participants were aware of the benefits that L-S brought to their L2 writing process. Their L1s helped them organize ideas, write better texts and understand the tasks given. Findings also suggest that L-S seems to be a conscious process for those who use their L2s as a second language, and an unconscious mental process for those who use their L2s as a foreign language. This study also revealed that time frame, prompts, lack of L2 proficiency, and TAPs can influence the participants’ L2 writing process negatively.