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Cited by 16EFL/ESL Teaching and LearningMultilingual Education and PolicySecond Language Acquisition and Learning

The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.

Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English

Open access
Prilutskaya, M., Knoph, R.·2020·Cogent Education
DOI 10.1080/2331186x.2020.1832179
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Abstract

This paper gives an account of Norwegian upper secondary school students’ self-reported use of linguistic resources while composing a text in English (L2) under three different writing conditions, i.e. English-only, translation, and translanguaging. After writing a text in English, 200 students answered a questionnaire about their use of background languages as well as their perceptions of the assigned writing condition. A combination of quantitative and qualitative approaches to the analysis of the questionnaire data was employed to capture how the students use their background languages and what they consider to be relative advantages and disadvantages of the assigned writing condition. The results indicate: (i) a strong presence of English as a metacognitive language of choice in all three writing conditions, (ii) students’ strategic use of L1 to generate ideas and structure information, and (iii) students’ willingness to experiment with languages to enhance certain aspects of their writing. By integrating translation and translanguaging into the drafting stage of writing in a target language, the present study contributes to the empirical research that embraces bi- and multilingual approach to English writing instruction in modern language classrooms as they become more linguistically and culturally diverse.

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Cites

Research works printed but not linked: 11

  1. Berge K. L., 2005, Ungdommers skrivekompetanse. Norskeksamen som tekst Bind 2. [Adolescent leaners’ writing skills. Norwegian exam as text]
  2. García O., 2009, Bilingual education in the 21st century: A global perspective
  3. García O., 2012, Translanguaging: A CUNY-NYSIEB guide for educators
  4. Hellekjær G. O., 2009, Reading in a Foreign Language, 21, 198
  5. Hellekjær G. O., 2010, Hermes–Journal of Language and Communication Studies, 45, 11
  6. Hundahl A. K., 2010, Rammer for skriving. Om skriveutvikling i skole og yrkesliv [On development of writing skills in school and professional life], 51
  7. Ismail S. A. A., 2012, International Education Studies, 5, 173
  8. Manchón R. M., 2007, Language learner strategies: Thirst years of research and practice, 229
  9. Nygaard, A.M. (2010).An investigation of accuracy in the written English of upper secondary vocational school students[Unpublished master’s thesis]. University of Stavanger.
  10. Williams C., 1996, The language policy: Taking stock, 39
  11. Wolfersberger M., 2003, TELS-EJ: Teaching English as a Second or Foreign Language, 7, 1

Cited by

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Metadata

Authors
Prilutskaya, M., & Knoph, R.
Affiliations
  • Nord University (NO)
  • University of Oslo (NO)
Corresponding author
Prilutskaya, M.
ORCID
Venue
Cogent Education
Publisher
Informa UK Limited
Published
2020-01-01
Volume
7
Issue
1
ISSN
2331-186X (ISSN-L)
DOI
10.1080/2331186x.2020.1832179
OpenAlex
W3095207969
Cited by
16
References
26
Citations by year
2026: 4 · 2025: 6 · 2023: 3 · 2022: 1 · 2021: 1 · 2020: 1
FWCI
6.98
Type
journal article
Language
en
Open access
Licence
Locations
  • Cogent Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • NORA - Norwegian Open Research Archives (submittedVersion, cc-by)
Funders
research
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
translanguaging, ESL writing

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