The Role of Korean EFL Writers’ L1 in L2 Writing: Performance and Process
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This study explores how Korean EFL writers use their L1 when composing in their L2 by analyzing their writings, the questionnaire responses and interviews. Nineteen college students performed four in-class writing tasks in class and completed the questionnaire and five joined the interview sessions. Analyses of their writings revealed that there were not any statistically significant differences between the two writing mode (direct vs translated mode), regardless of the writing genre. The responses to the questionnaire and interviews reflected that college students were inclined to prefer the direct mode to the translated mode, and that they “visibly or invisibly” used their L1 as a useful resource when composing in L2, though the extent and manner of L1 use varied with the learners’ L2 proficiency and learning experiences. Some pedagogical suggestions are provided in the end.
Abstract
This study explores how Korean EFL writers use their L1 when composing in their L2 by analyzing their writings, the questionnaire responses and interviews. Nineteen college students performed four in-class writing tasks in class and completed the questionnaire and five joined the interview sessions. Analyses of their writings revealed that there were not any statistically significant differences between the two writing mode (direct vs translated mode), regardless of the writing genre. The responses to the questionnaire and interviews reflected that college students were inclined to prefer the direct mode to the translated mode, and that they “visibly or invisibly” used their L1 as a useful resource when composing in L2, though the extent and manner of L1 use varied with the learners’ L2 proficiency and learning experiences. Some pedagogical suggestions are provided in the end.
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