Japanese L2 learners’ translanguaging practice in written peer feedback

Sugene Kim · Chih-Hao Chang

25 citations0/0 files storedInternational Journal of Bilingual Education and Bilingualism

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Although peer review is widely adopted in tertiary L2 writing classes, students’ use of different languages – or translanguaging – in written peer feedback remains underresearched. Three studies that have explored the issue – Yu and Lee (2014), Yu (2016), and Yeh (2018) – were all conducted on Chinese-speaking participants, suggesting the need for studies in different contexts for a broader generalisability of the findings. To bridge the research gap, this study examined feedback comments produced by 24 Japanese college students. In addition to comparing feedback profiles according to language use, stimulated recall interviews were conducted to determine the factors underlying Japanese L2 learners’ translanguaging practices. The findings suggest that most Japanese L2 learners make language choices based on context as a result of the interaction between inter- and intrapersonal factors such as the (relative) L2 proficiency of the peer reviewer and the affective need to mitigate negative feedback. This study adds to the rather sparse literature on L2 learners’ language choices in written peer feedback and factors contributing to such decisions.

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References

1978Mind in Society: The Development of Higher Psychological Processes 1962Thought and language 2001The magical number 4 in short-term memory: A reconsideration of mental storage capacity 2013Sociocultural Theory and Second Language Learning 2013Translanguaging 2005Handbook of Writing Research 2011Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging 2009Cognitive load theory, educational research, and instructional design: some food for thought

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2022Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance 2023Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging 2024Translanguaging in second language writing processes 2023Pedagogical implications of translingual practices for content and language integrated learning 2024Implementing translanguaging strategies in the English writing classroom in higher education

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