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Description
This study focuses on STEM Students' Perspective of Translanguaging practices in General English courses. Results from students in lower-level English courses were to students from higher-level English courses in accordance to their perspective of translanguaging in motivation and improving their comprehension
References
Adamson, J., & Yamauchi, D. (2020). Translanguaging in the Japanese tertiary sector: Exploring perceptions and practices of English-medium content and English language instructors. In E. Mede, K. Dikilitaş, & D. Atay (Eds.), Pedagogic and instructional perspectives in language education: The context of higher education (pp. 95–117). Peter Lang.
Aoyama, R. (2020). Exploring Japanese High School Students’ L1 Use in Translanguaging in the Communicative EFL Classroom. The Electronic Journal for English as a Second Language, 23(4). https://files.eric.ed.gov/fulltext/EJ1242655.pdf
Rintarō Satō. (2023). Japanese EFL Speakers’ Willingness to Communicate in L2 Conversations: The Effects of Code-switching and Translanguaging. The Electronic Journal for English as a Second Language, 27(107). https://doi.org/10.55593/ej.27107a5
Abstract
Previous studies on translanguaging practices in Japan have reported favorable outcomes in CLIL-based courses and increased students’ willingness to communicate (Adamson & Yamauchi, 2020; Sato, 2023). Due to the gaps in research involving students perceptions from different levels of General English courses, this study investigates STEM university students’ perceptions of translanguaging strategies and their effects on learner motivation.
The findings based on 247 STEM undergraduate students reveal notable differences in perceptions based on course level at the time of data collection. Students in lower-level General English courses (CEFR A1–A2) expressed mixed views regarding the use of the first language (L1) in the classroom. While some students perceived translanguaging practices as aid to motivate themselves in improving their skills and comprehension, others preferred English-only instruction, citing increased exposure to the target language as beneficial to challenge their skills and reflect on their improvement. This supports a previous case study of high school students in Japan where results indicate that students exposed to L1 express their concerns in the lack of opportunity to practice the target language in class (Aoyama, 2020). In contrast, students in intermediate to higher-level courses (CEFR B1–B2) demonstrated more favorable attitudes toward translanguaging practices. These students reported that translanguaging strategies in class facilitated deeper comprehension of lesson content, task instructions, and collaborative activities, which influenced learner motivation. Although the results are limited from STEM students who are taking general English courses, this suggests that translanguaging strategies may serve different pedagogical roles depending on students’ proficiency levels.
Short summary
This study focuses on STEM Students' Perspective of Translanguaging practices in General English courses. Results from students in lower-level English courses were to students from higher-level English courses in accordance to their perspective of translanguaging in motivation and improving their comprehension
Keywords
translanguaging, learner motivation, EMI
| Scheduling preference | Anytime on Saturday or Sunday |
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| Title | STEM Students’ Perceptions of Translanguaging in General English Courses |