Translanguaging pedagogy in tutor’s oral corrective feedback on chinese EFL learners’ argumentative writing

Wang, Yibei; Li, Danli

doi:10.1186/s40862-022-00170-5

Cited by 7 publications

(13 citation statements)

References 37 publications

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“…Pada kegiatan parafrase, tahapan ini membutuhkan pemahaman yang sangat mendalam sebelum melakukan parafrase dengan menggunakan kalimat sendiri. Kegiatan ini mendorong siswa untuk mengembangkan kemampuan membaca pemahaman dan kemampuan mengorganisasikan logikanya dalam tulisan (Rashtchi, 2019;Wang & Li, 2022). Tahapan inilah yang memberikan kontribusi pada aspek kohesi dan koherensi, dan tata bahasa tulisan esai argumentasi.…”

Section: Tabel 4 Kemampuan Untuk Menulis Esai Argumentatif Setelah In...unclassified

Peran Pengajaran Membaca dan Menulis dalam Meningkatkan Kemampuan Menulis Esai Argumentasi

Prayogi

Mulyati²,

Sastromiharjo³

et al. 2023

Diglosia

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The purpose of this study was to investigate the effectiveness of teaching reading and writing skills based on critical thinking skills in improving argumentative essay writing skills. Quasi-experimental was used as a research method involving 250 high school level students, divided into experimental and control groups, each consisting of 125 students. The experimental group received an instructional design intervention, while the control group received regular intervention in writing argumentative essays. The research findings show first that this instructional design can improve the ability to write argumentative essays. Depth, logical organization, and criticality, cohesion, coherence, and the use of language used in writing argumentation essays have increased. In addition, instructional design is also able to improve students' critical thinking skills. The improvement of students' critical thinking skills can be seen in the ability to analyze and evaluate the logic used in argumentative essays. So, the integration of reading, writing, and critical thinking skills can improve the ability to write argumentative essays, students' critical thinking, and student attitudes and responses.

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Section: Tabel 4 Kemampuan Untuk Menulis Esai Argumentatif Setelah In...unclassified

Peran Pengajaran Membaca dan Menulis dalam Meningkatkan Kemampuan Menulis Esai Argumentasi

Prayogi

Mulyati²,

Sastromiharjo³

et al. 2023

Diglosia

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“…From the review, two studies focus on students' task-based language production. Wang and Li (2022) conducted an exploratory study investigating how translanguaging in oral corrective feedback affects students' production of written tasks. The students were required to complete three writing tasks in six weeks.…”

Section: Translanguaging In Task-based Language Productionmentioning

confidence: 99%

“…From these studies, it could be deduced that creating space and providing resources for translanguaging are essential in supporting students in fully utilising their linguistic repertoire. Thus, this urges teachers to create a multilingual learning environment in maximising the academic potentials of their students' (Wang & Li, 2022;Yuzlu & Dikilitas, 2022c). For instance, bilingual or multilingual resources should be readily accessible for the students in their classrooms.…”

Section: Translanguaging In Task-based Language Productionmentioning

confidence: 99%

Pedagogical Translanguaging as A Practice in the ESL or EFL Classrooms: A Scoping Review

Syahirah Raduan,

Abdul Aziz

2023

IJARPED

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Over the years, there has been a rise in awareness of translanguaging among bilingual students and teachers. Nevertheless, thus far, little study has reviewed the implementation of the pedagogical practice of translanguaging in the context of English as a second or foreign language (ESL/EFL) classrooms. Therefore, this review focuses on synthesising existing research that was conducted between 2018 and 2022. This review aims to outline the characteristics of existing empirical studies on pedagogical translanguaging in ESL/EFL classrooms. This scoping review was guided by the PRISMA for Scoping Review (PRISMA-ScR). The five-stage framework developed by Arksey and O'Malley was utilised as the basis for this scoping review. A total of 50 empirical studies between 2018 and 2022 were retrieved from four electronic databases: Google Scholar, Scopus, Education Resources Information Centre (ERIC), and Web of Science (WoS). The articles were reviewed and descriptively analysed. The findings indicated that the studies were predominantly conducted in Asia (n=40; 80%), while the research focus of most of the studies was on translanguaging practice in the classroom (n=27; 54%). Based on the pattern of previous studies, the review presented several recommendations for future research. The limitations of this review were also discussed.

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“…This pedagogical approach is termed "translanguaging" by Vogel and Garcia (2017), wherein multiple languages are utilized for pedagogical purposes. Translanguaging pedagogy has garnered considerable attention in second or foreign-language instruction (Wang & Li, 2022). Nevertheless, prior researchers need to explore the effects of translanguaging on providing corrective feedback during speaking class.…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, prior researchers need to explore the effects of translanguaging on providing corrective feedback during speaking class. Existing inquiries into the relationship between translanguaging and oral corrective feedback has primarily revolved around examining the attributes of input and its integration within the framework of learning a foreign language (Li & Vuono, 2019;Mu, 2023), as well as highlighting the positive outcomes resulting from the incorporation of oral corrective feedback within the translanguaging approach (Wang & Li, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

Silalahi,

Widianingtyas,

Murniati

et al. 2023

SMC

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As the practice of using different languages to extend the process of knowledge construction, translanguaging is often performed in teachers’ corrective feedback in foreign language classrooms. The research aimed to analyze students’ perception of the implementation of translanguaging as a form of oral corrective feedback in an EFL-speaking context at a private university in Indonesia. This study used a mixed-methods sequential explanatory design through two phases of data collection: a questionnaire (N=60) and semi-structured interviews (N=8). The findings of this study indicate that students perceive translanguaging as a beneficial practice in implementing oral corrective feedback in the EFL-speaking classroom, such as increasing the chances for language acquisition, empowering students to take educational risks, creating a more welcoming and socially inclusive learning environment due to students’ diverse language proficiency, and increasing in-classroom participation and engagement. However, it is also perceived that translanguaging should not be used too excessively to avoid confusion amongst students with lower target language proficiency. It is recommended that teachers give students a fair chance to interact meaningfully with more than one language by including translanguaging oral feedback as a pedagogical strategy, to help students reach their academic goals, notice differences in language, and promote bilingualism and biliteracy. The students' positive opinions of translanguaging highlighted its potential as an effective pedagogical technique. It is also hoped that this research becomes a basis for establishing English language teaching policies that are appropriate to the multilingual pedagogical context in Indonesia.

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Translanguaging pedagogy in tutor’s oral corrective feedback on chinese EFL learners’ argumentative writing

Cited by 7 publications

References 37 publications

Peran Pengajaran Membaca dan Menulis dalam Meningkatkan Kemampuan Menulis Esai Argumentasi

Peran Pengajaran Membaca dan Menulis dalam Meningkatkan Kemampuan Menulis Esai Argumentasi

Pedagogical Translanguaging as A Practice in the ESL or EFL Classrooms: A Scoping Review

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

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