Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students' Writing Performance

Autor/inn/en	Sun, Peijian Paul; Zhang, Lawrence Jun
Titel	Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students' Writing Performance
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 2, S.325-341 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Peijian Paul) ORCID (Zhang, Lawrence Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882221089051
Schlagwörter	Peer Evaluation; Feedback (Response); Second Language Learning; English (Second Language); College Students; Foreign Countries; Translation; Code Switching (Language); Writing Skills; Program Effectiveness; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Ausland; Writing skill; Schreibfertigkeit
Abstract	Peer feedback has long been recognized for its value in improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of online peer feedback on learners' second language writing performance. To fill the gap, we carried out this mixed-methods study to examine to what extent translanguaging in online peer feedback contributes to improvement in second language writing performance. A total of 79 Chinese English-as-a-foreign-language university students participated in 3 rounds of online peer feedback with a control group using only second language English (n = 39) and an experimental group adopting translanguaging (n = 40) in the process of online peer feedback. Six semi-structured interviews were also carried out to solicit participants' understanding of online peer feedback. The quantitative results revealed that translanguaging online peer feedback, compared to English-only online peer feedback, was significantly more conducive to the improvement of learners' second language writing performance in the first round of online peer feedback. However, such a significant difference was not observed in the second and third rounds of online peer feedback. The qualitative findings, on the other hand, showed that both conditions of online peer feedback were supported for their own advantages of improving learners' second language writing. Additionally, the qualitative findings suggested that factors, such as motivation, agency, self-efficacy and translanguaging awareness, should be taken into consideration to enhance students' translanguaging practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01