Electronic Theses and Dissertations

Date

2024

Document Type

Dissertation (Access Restricted)

Degree Name

Doctor of Education

Department

English

Committee Chair

Rebecca Adams

Abstract

Research has increasingly shown an important role for pedagogical translanguaging in language classrooms (Parmegiani, 2022). Recent research has found positive effects of translanguaging during the provision of corrective feedback (Sun & Zhang, 2023), as it allows teachers to scaffold learning making use of a learner’s full linguistic repertoire (García & Wei, 2014; Gomez, 2020). Relatively little research, however, has considered a role for translanguaging in written corrective feedback (WCF), with most research in this area focused on peer feedback (Kim & Chang, 2022). Little is known about the effectiveness of translanguaging in teacher-provided WCF. This dissertation explores the effectiveness of translanguaging practices in WF to 70 first year Saudi EFL university students’ writing. By adapting Bitchener and Knoch’s (2010) pre-test/post-test/delayed post-test design, participants were divided into a translanguaging group and English-Only group. The former received translanguaging WF on their writing, whereas the latter received English-Only WF. Both English-Only and translanguaging WF were direct metalinguistic feedback targeted at grammatical accuracy and cohesion. The objective of this phase is to determine whether translanguaging, compared to English-Only, increases adoption of the feedback in three target features: subject-verb agreement, English article system and cohesive markers. In phase two, both groups wrote a second essay as an immediate post-test to explore the short-term efficacy of translanguaging WF and English-Only WF. A month later, both groups drafted a new piece of writing as a delayed post-test to evaluate the long-term effectiveness of the two feedback conditions. Subsequently, students participated in a short online questionnaire and two focus groups to uncover more in-depth information on the participants understanding of, use of, and learning from the feedback they received on their writing. Findings revealed that translanguaging WF significantly impacted learners’ revisions and helped them to maintain L2 written accuracy in the short and long term. The results also indicated that the translanguaging group outperformed the English-Only group in effectively and correctly using the three linguistic features across the three testing times. English-Only WF was only insignificantly effective in improving learners’ use of the cohesive marker over time. This dissertation will inform future L2 teachers as well as stakeholders in higher education to allow and incorporate pedagogical translanguaging in feedback by offering an applicable pedagogical framework.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

No Access

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