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

Abstract

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.

Strengthening Writing Ability Among Students Learning Chinese as a Second Language Through Creative Thinking Spiral Teaching Strategy

“…In the last two stages of the CTSTS, students share their ideas with their classmates and then reflect on feedback from their peers, which is crucial. In both physical and online courses, peer feedback can improve learners’ writing abilities (Harris & Leeming, 2022; Paul Sun & Jun Zhang, 2022; Z. Xu et al, 2022).…”

Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment

“…Previous studies have also shown that emotional intelligence has a positive impact on academic attainment ( Ran et al, 2021 ). In another study, the relationship between emotional intelligence and English language learning was investigated ( Paul Sun and Jun Zhang, 2022 ). The results showed that the two variables were substantially connected.…”

“…Researchers have become increasingly interested in the elements that influence English as a foreign language learners’ performance in recent years. According to Paul Sun and Jun Zhang (2022) , when compared to other courses, oral learners have a higher level of anxiety. Anxiety over speaking in public is a typical problem among English language students.…”

“…Students who are anxious may try to avoid communicating with others ( Jin and Dewaele, 2018 ). One factor in this regard would be individual differences in language ability, willingness to study, attitudes toward the target language community, and available resources all contribute to inter-learner differences in foreign language outcomes ( Paul Sun and Jun Zhang, 2022 ). In addition, emotional experiences in the foreign language classroom that are repeated over time might affect learners’ foreign language learning process ( Horwitz, 2017 ).…”

“…Chinese English learners at various educational levels frequently experience anxiety to varying degrees because of their limited use of English in daily life ( Lu and Liu, 2015 ; Liu, 2016 ; Liu and Xiangming, 2019 ). Therefore, the majority of learners share their anxieties and apprehensions about studying English as a foreign language as well ( Afzali and Izadpanah, 2021 ; Paul Sun and Jun Zhang, 2022 ). Anxiety can cause a variety of issues in language acquisition, retention, and production ( Pyun and Byon, 2022 ), affecting student’s grades when compared to other more relaxed classmates.…”