L2 Classes Research Articles

Understanding students’ motivation in L2 collaborative writing

Abstract Although research about the potential learning outcome of collaborative writing in L2 or foreign language education has proliferated in the last few decades, little is known about students’ motivation in collaborative writing. This case study seeks to explore higher-proficiency (HP) students’ motivation in L2 collaborative writing, as well as factors influencing their motivation. The findings reveal that students with similar proficiency (HP) could have different levels of motivation, which may affect their participation. This study also found that knowledge of collaborative writing, previous beliefs and experiences of pair/group work, and perceived value of the role in the partnership were three major factors that influence students’ motivation in collaborative writing. This study makes several recommendations from a motivational perspective about how best to implement collaborative writing tasks in L2 classes.

Il passato perfettivo in italiano L2: analisi di testi scritti

This study aims to investigate the strategies used by university students to express completed actions in the past in their written work in Italian as a second language. In particular, we focus on issues of morphological nature; however, we also pay attention to phenomena of cross-linguistic influence. In conclusion we share our observations as far as the teaching of the perfect aspect during Italian L2 classes. Data has been collected by the researcher in various Italian Universities.

Effects of L1 Use on L2 Text Quality: Rethinking Cognitive Process of Formulating L1 Texts during L2 Writing

The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students’ L2 texts, the researcher conducted a comparative study with 77 Japanese L2 learners. It examines differences amongst L2 argumentative essays resulting from four writing processes. The participants were divided into two focused groups, the experimental group formulating L1 texts and then translating into L2, and the contrast group composing texts directly in L2. Then, each group was divided into two sub-groups: One composing their texts using a writing framework, and the other with no framework. Over three L2 classes, each group experienced the writing process respectively. They submitted the essays before and after the processes. Two experienced L2 instructors assessed students’ pre- and post-texts, and compared the texts of each group cross-sectionally and longitudinally. The results show that participants in the experimental group with the framework significantly improved their L2 text quality. Thus, the teaching of argumentative writing should incorporate the process of L1 formulation with a framework into a process-focused approach to efficiently facilitate students’ L2 writing.

English Language Teachers’ Perspective of Using L1 in TEFL Class

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.

A Complete Taxonomy of Restarting Automata without Auxiliary Symbols*

A complete taxonomy is presented for restarting automata without auxiliary symbols. In this taxonomy, the language classes that are accepted by deterministic and nondeterministic, monotone, weakly monotone, and non-monotone, shrinking and length-reducing restarting automata are compared to each other with respect to inclusion. As it turns out, the 45 types of restarting automata considered yield 29 different classes of languages. By presenting a collection of rather simple example languages, it is shown that, for any two of these language classes ℒ1 and ℒ2, the class ℒ1 is a subclass of ℒ2 if and only if ℒ1 is defined by a type of restarting automaton that is a restriction of a type of restarting automaton that defines the class ℒ2.

The Use of Vietnamese In Learning English As A Second Language

These years, the debate surrounding the role of the first language (L1) in the second/foreign language (L2) classrooms in general and in English ones has been a controversial issue. On one hand, people support the idea that the influence of mother tongue should be excluded from second language acquisition. Meanwhile, the component of English-only method emphasizes the significance from the use of L1 in English classes. This paper aims to investigate the positive influences of the use of Vietnamese in English learning process. From this point, two main things will be demonstrated. Firstly, using Vietnamese has a facilitating role to play in the classroom and can actually boost students’ learning. And secondly, there are good reasons for teachers and students to use Vietnamese to fully suit the context of specific lessons. To conduct this study, both quantitative and qualitative approaches were used. First of all, an online survey was conducted to collect realistic information from the students’ perspective. On the other hand, there were some in-depth interviews for teachers and tutors to express their experience as well as their own ideas about this issue. Finally, two separate classes were formally observed when they took a sample lesson which was taught in different methods. At the end of the course, a small test was provided to students to examine how much they understood their lesson. All the statistics and information received was analyzed, then mentioned in the paper.

L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms

ABSTRACT The Covid-19 pandemic has dramatically altered formal classrooms and traditional learning environments with many educational institutions forced to teach online. Communicative L2 classes are impacted as in-person, face-to-face interactions are key to developing communicative competence. This qualitative research study investigates if L2 communicative competence can be demonstrated via online synchronous computer-mediated communication (SCMC) platforms as an alternative to formal classrooms. Previous research on SCMC has focused on its implementation in a blended learning environment to support formal classrooms. The study analyzes seven recorded group interactions of 22 Japanese university students in a communication class for a presentation and discussion project done completely online while being physically isolated. The study observes whether L2 communicative competence can be demonstrated via expression, integration, and negotiation of meaning. Additionally, technological competence via procedural and technological negotiation is examined. The study shows that with careful planning, structured scaffolding from the instructor and technological familiarity and acceptance from the students, L2 communicative competence via SCMC platforms can be demonstrated, to varying degrees, when formal classrooms are not available. Formal classrooms may never be completely replaced but the development of SCMC platforms shows technological possibilities in future L2 learning environments.

Enhancing EFL students’ participation through translanguaging

Abstract This study explored multilingual students’ attitudes towards translanguaging after the practice was introduced in group activities aimed at improving their English language skills and classroom engagement. A cohort of students taking a pre-sessional English course at a college of technology in Rwanda were initiated into translanguaging. They were then observed while translanguaging in group activities and interviewed later in focus groups to understand their acceptance of translanguaging as a resource for English language learning. Findings show that students engaged in translanguaging and acknowledged its benefits in their group activities. They nevertheless expressed reservations about embracing translanguaging as a formal pedagogy in their L2 classes. They were willing to opt for English-only classes regardless of their level of English language abilities. Students’ mixed feelings about translanguaging appeared to come from a perception of the English language as more relevant professionally and internationally than other local languages that constituted their multilingualism.

Oltre “no buono”. L’espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili

The communicative functions related to the expression of personal tastes and preferences are attested very early in the process of L2 learning. Moreover, the importance to focus on these functions in L2 (Italian) classes, even in literacy courses and especially with adult refugees and asylum seekers, has been extensively demonstrated. The present study has a twofold objective. Firstly, it aims at identifying forms of expression of personal tastes and preferences in written production of L2 Italian vulnerable low-literate learners. Secondly, it intends to investigate L2 Italian teaching experiences related to the two above mentioned functions, with a review of teaching materials. To reach the first goal, the ScrItAV corpus was consulted and 107 short texts, produced by refugees and asylum seekers in L2 Italian literacy classes at the University L’Orientale of Naples were selected. An error analysis was carried out on the micro-corpus by means of the UAM Corpus Tool software. For the second research objective, 10 L2 Italian literacy teachers were administered an online questionnaire about methods and materials used in teaching how to express tastes and preferences in the second language; 12 textbooks of Italian as L2 for literacy levels were also examined. The corpus analysis allowed to recognize the forms in which the two functions are realized in written productions of low-literate learners of Italian as L2 and to describe the path from the Pre Alpha A1 to A1 level. If learners succeeded in expressing their tastes especially about food, colours and aspects of the city of Naples, what seems to be less developed and trained, but also more crucial, is the expression of what is disliked. To such vulnerable learners, often experiencing a traumatic past and a difficult present in reception camps, the ability to verbalize what is not going well, what is perceived as unacceptable, what is not preferred can be very urgent. This communicative need does not seem to be satisfied in literacy classes and by textbooks of Italian as L2, in which the positive forms are more numerous and more frequent than the negative ones.

Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy

Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.

Vodcasting tasks in online L2 classes: investigating the potentials and challenges in distance language learning

Video podcasting technology or 'vodcasting' has proven to be in the forefront of distance education in general and computer assisted language learning in particular. It has flourished by minimising the possible needs of learners' physical presence in second language classes and removing their affective barriers. The purpose of this study was to investigate the major potentials and challenges of vodcasting technology in improving major language skills from EFL learners' perspectives. In order to achieve this, 120 EFL students were selected to receive a long term treatment of collaborative online practice of different skills by using Telegram application. The participants received the video podcasting tasks and were assigned to do the tasks collaboratively. At the end of the treatment, they were interviewed about the experience. The results of the semi-structured interview yielded remarkable information about the capabilities of the experience and the challenges which need to be obviated for future studies.

Functions of L1 Use in EFL Classes: Students’ Observations

This study aims to identify functions (Note 1) of teachers’ first language (L1) use in English as a foreign language (EFL) classes in public schools in Jordan based on students’ observations. The questionnaire items were selected based on the most common uses of L1 in second language (L2) classrooms as identified in the literature. The questionnaire was designed to elicit students’ observations to identify functions of EFL teachers’ L1 in English classes. The participants were 104 EFL students in Grades 10 and 11 in four Jordanian public schools. Participants’ responses to the questionnaire were analysed quantitatively using SPSS, a statistical software package. The study found that the students observed that their teachers shared their L1 with them in English classes to: 1) Explain complex grammar points, 2) Define some new vocabulary items, 3) Explain difficult concepts or ideas, 4) Give instructions, 5) Praise the students, 6) Translate the reading texts, and 7) Explain the similarities and differences between Arabic and English in terms of grammar, structure or pronunciation. However, the students did not observe that their teachers used the L1 in order to maintain discipline in the class as previous studies have found. The findings suggest that teachers’ L1 use in the L2 classroom may indicate the usefulness of this practice and call to license EFL teachers to use their L1 in English classes in public school in Jordan and other similar EFL contexts.

Vodcasting tasks in online L2 classes: investigating the potentials and challenges in distance language learning

Video podcasting technology or 'vodcasting' has proven to be in the forefront of distance education in general and computer assisted language learning in particular. It has flourished by minimising the possible needs of learners' physical presence in second language classes and removing their affective barriers. The purpose of this study was to investigate the major potentials and challenges of vodcasting technology in improving major language skills from EFL learners' perspectives. In order to achieve this, 120 EFL students were selected to receive a long term treatment of collaborative online practice of different skills by using Telegram application. The participants received the video podcasting tasks and were assigned to do the tasks collaboratively. At the end of the treatment, they were interviewed about the experience. The results of the semi-structured interview yielded remarkable information about the capabilities of the experience and the challenges which need to be obviated for future studies.

Evaluating the Use of Kurdish in Efl Classes at Secondary Schools in Duhok City: A Teacher’s Perspective

This study examines the use of first language (L1) in secondary school EFL classes in Duhok city in the Kurdistan Region - Iraq. The use of L1 in EFL classes has been an ongoing debate among researchers and practitioners across the globe especially as regards its role as a facilitator of, or a hinderance/barrier to the teaching of English. Hence, the researcher aims to discover whether or not the use of Kurdish facilitates the teaching of English, in secondary schools in Duhok city. In addition, the researcher aims at finding out on what basis do teachers decide to use L1 and for what purposes do they use it. In this study, among the participants were 50 English language teachers from different secondary schools in Duhok city. The data were collected through interviews. The results indicated that the use of L1 (Kurdish) facilitates teaching of foreign language (FL) and that a balanced and judicious use of L1 in the EFL classroom by teachers can be useful in the language learning process especially with regard to grammar and vocabulary instruction.

Engaging Second Language Learners Using the MUSIC Model of Motivation.

The overall aim of this article is to explain how the MUSIC Model of Motivation can be applied to L2 instruction in a manner that is consistent with positive psychology, which emphasizes individuals’ strengths and the conditions in which they thrive. The article begins by describing the MUSIC model, which is a research-based framework that organizes strategies that instructors can use to motivate students to engage in learning. The MUSIC model can be used by L2 instructors to create learning experiences that consider learners’ cognition, affect, needs, and desires in order to foster their motivation and engagement in L2 classes. The article also provides teaching strategies related to the MUSIC model and presents an assessment tool (the MUSIC Model of Academic Motivation Inventory) that can be used by L2 instructors to measure students’ MUSIC perceptions of their class. The assessment tool provides feedback to instructors that can be used to improve their instruction by incorporating strategies that allow their students to flourish. Examples of how the MUSIC Inventory can be used to assess L2 instruction are provided. Although researchers have examined the use of the MUSIC model in L2 classes, this research is underdeveloped, and many questions related to its use in L2 classes remain. The article concludes by proposing unanswered questions that could lead to more effective uses of the MUSIC model in L2 classes.

Recasts and Negotiated Prompts: How do Chinese L2 Learners Perceive Them?

Two types of corrective feedback, recasts and prompts, have sparked much research in second language (L2) learning and teaching. However, it is still unclear how these two types of feedback draw learners’ attention to the erroneous forms in L2 classes. This study used an open questionnaire to investigate Chinese learners’ perceptions of recasts and negotiated prompts (i.e. clarification requests, elicitations and repetitions) for their English learning. The results show the majority of the comments about the two feedback types were positive, indicating the learners’ overall positive attitudes to error correction. Significantly, most of the comments on the two feedback types accord with scholarly opinions about their usage for L2 learning, such as being able to identify the error made after hearing what the teacher said in the recast. Another example might be engaging in a thinking process on receiving a prompt. However, some of the comments provide new insights about how learners may use the two types of feedback for L2 learning, for example, having a deep impression/memory of what the teacher said in the recast and the difficulty in self-correcting their error following a negotiated prompt. These findings, in particular the new insights, confirm Swain’s (2000) argument that research needs to test scholarly assumptions about pedagogical tasks or devices.

Learning L2 idioms in a CALL environment: the role of practice intensity, modality, and idiom properties

Idiomatic expressions like hit the road or turn the tables are known to be problematic for L2 learners, but research indicates that learning L2 idiomatic language is important. Relatively few studies, most of them focusing on English idioms, have investigated how L2 idioms are actually acquired and how this process is affected by important idiom properties like transparency (the degree to which the figurative meaning of an idiom can be inferred from its literal analysis) and cross-language overlap (the degree to which L2 idioms correspond to L1 idioms). The present study employed a specially designed CALL system to investigate the effects of intensity of practice and the reading modality on learning Dutch L2 idioms, as well as the impact of idiom transparency and cross-language overlap. The results show that CALL practice with a focus on meaning and form is effective for learning L2 idioms and that the degree of practice needed depends on the properties of the idioms. L2 learners can achieve or even exceed native-like performance. Practicing reading idioms aloud does not lead to significantly higher performance than reading idioms silently.These findings have theoretical implications as they show that differences between native speakers and L2 learners are due to differences in exposure, rather than to different underlying acquisition mechanisms. For teaching practice, this study indicates that a properly designed CALL system is an effective and an ecologically sound environment for learning L2 idioms, a generally unattended area in L2 classes, and that teaching priorities should be based on degree of transparency and cross-language overlap of L2 idioms.

Relationship Between Intrinsic/Extrinsic Motivation and L2 Speaking Skill Among Iranian Male and Female EFL Learners

This study investigated the relationship between intrinsic/extrinsic motivation and L2 (English) speaking skill between male and female high school students in Iranian EFL context. To this end, 249 male and female students’ intrinsic and extrinsic motivation was measured with a questionnaire and their English speaking skill was assessed by a speaking rating scale. To triangulate the data, semi-structured interviews with a sample of 25 EFL students were conducted. The results of descriptive statistics and correlation coefficients demonstrated that the females had a higher level of intrinsic motivation while the males had a higher level of extrinsic motivation. Besides, the degree of correlation between intrinsic motivation and attainment of L2 speaking skill was statistically higher among the females. Also, t-test results indicated a statistically significant difference in the intrinsic/extrinsic type of motivation between the male and female students. The findings highlight the role of gender in dealing with motivation in L2 classes.

The instructional benefits of identity texts and learning by design for learner motivation in required second language classes

ABSTRACT This article investigates the incorporation of identity texts grounded in the multiliteracies framework Learning by Design to second language (L2) instruction in required Spanish classes at a university in the Southern United States. In particular, it focuses on student work on multimodal identity texts during two academic semesters from 173 beginning and 205 intermediate students. The paper describes the pedagogical process that gave students the opportunity to use their L2 to analyse, develop, and connect multimodal texts directly to their individual experiences. In addition, students reported not only instructional and personal benefits, but also their views of the project itself through an open-ended survey. Also included is a sentiment analysis of the participants’ emotions toward L2 instruction after completing their texts. The findings from the survey reveal that the participants were able to identify a variety of instructional and personal benefits, and their perceptions of the project were overwhelmingly positive. The sentiment analysis showed that learners harboured extremely positive emotions towards the kind of instruction of which identity texts were part. Also, their work on identity texts seems to have contributed to their investment in these required L2 classes.

The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read