Articlediamond2023

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

Ronald Maraden Parlindungan Silalahi · Nugraheni Widianingtyas · Murniati Murniati · Jessica Novia · Fauzaan Akmal Sanjaya · Gina Karlin

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

Abstract

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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1990How to Design and Evaluate Research in Education 2011Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging 2017The translanguaging classroom: leveraging student bilingualism for learning 2006IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR 1993Research Methods in Language Learning 2017Evidence-Based Survey Design: The Use of a Midpoint on the Likert Scale 2011Educating emergent bilinguals: policies, programs, and practices for English language learners 1988Second Language Classrooms

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2026Translanguaging and identity preservation in English language learning: multilinguals’ voices from a Malaysian University

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