Imagen de Portada

TRANSLANGUAGING PRACTICES IN WRITTEN PEER FEEDBACK: A CASE STUDY IN A SECOND LANGUAGE WRITING CLASS IN INDONESIA

Guardado en:
Publicado en:TEFLIN Journal vol. 36, no. 1 (Jan 2025), p. 137-153
Autor principal: Sari, Candrika Citra
Otros Autores: Nurhikmawati, Agita Risma
Publicado:
State University of Malang, English Department, Faculty of Letters
Materias:
Kim & Chang
Iran
Teaching
Students
Language proficiency
Indonesian language
College students
Learning activities
Teachers
Second language writing
Linguistics
Feedback
Writing
Case studies
Educational activities
Cultural instruction
Javanese
Writing instruction
Peers
Curriculum development
Multilingualism
Translanguaging
English as a second language instruction
Peer review
Austronesian languages
Scholarship
Group Discussion
Student Attitudes
Teacher Response
Self Efficacy
Writing Apprehension
Prior Learning
Short Term Memory
English
Focus Groups
Language Usage
Control Groups
Experimental Groups
Learning Strategies
Learning Processes
Learning Experience
English (Second Language)
Native Language
Trust (Psychology)
Native Speakers
Beliefs
Second Language Learning
English Learners
Acceso en línea:Citation/Abstract
Full Text
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:This study aims to examine the use of translanguaging in peer feedback among Indonesian EFL learners and their perceptions of it, addressing a research gap in a naturally multilingual context. This study is based on qualitative data, comprising written peer-feedback and a transcription of a Focus Group Discussion (FGD) discussing views and attitudes related to translanguaging in peer-feedback. The data were collected from thirty university students of an English Paragraph Writing class, all of whom spoke Javanese or Indonesian as their first language (1.1). The results reveal that translanguaging occurred most frequently in commentary feedback, relating to both content and form. It facilitated negotiation of meaning by lowering affective filters. Students viewed this practice positively, as it scaffolded their understanding of writing components. The findings suggest the potential for translanguaging to enhance 1.2 writing instruction. Further research could explore syllabus designs that integrate translanguaging and cultural knowledge within learning activities and examine whether translanguaging can enhance the writing quality of multilingual learners.
ISSN:0215-773X
2356-2641
DOI:10.15639/teflinjournal.v36i1/137-152
Fuente:Education Database