Research Article
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Year 2020, , 1 - 21, 27.03.2020
https://doi.org/10.32601/ejal.710178

Abstract

References

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  • Bruen, J., & Kelly, N. (2017). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal, 45(3), 368-381. https://doi.org/10.1080/09571736.2014.908405
  • Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
  • Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49. https://doi.org/10.1080/0305764042000183115
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  • De la Colina, A. A., & Mayo, M. D. P. G. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL-International Review of Applied Linguistics in Language Teaching, 47(3-4), 325-345.
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  • Ghavamnia, M., Tavakoli, M., & Esteki, M. (2013). The effect of pre-task and online planning conditions on complexity, accuracy, and fluency on EFL learners’ written production. Porta Linguarum, 20(1), 31-43.
  • Gillies, R. M. (2016). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76(1), 178-189. https://doi.org/10.1016/j.ijer.2015.02.009
  • Gillies, R. M. (2015).Teacher dialogue that supports collaborative learning in the classroom. In L. B.
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The effects of L1 use and dialogic instruction on EFL writing

Year 2020, , 1 - 21, 27.03.2020
https://doi.org/10.32601/ejal.710178

Abstract

This paper investigates the effects of three different types of prewriting instruction on Turkish students’ L2 writing production capabilities. This mixed method study was carried out with 45 Turkish EFL students enrolled at a state university. Students were allocated into three groups randomly. In the control group the prewriting phase was carried out with monologic instruction in L2, while in one of the experimental groups, it was done with dialogic instruction in L2 and in the second experimental group, dialogic instruction was conducted in L1. Data were collected by means of pre-and post-writing tasks of the students and semi-structured interviews, and analyzed with Kruskal-Wallis and Mann Whitney tests and through pattern coding, respectively. The statistical results indicated that the group who used their L1 during pre-writing stage with the help of dialogic instruction had higher mean scores than the group who was instructed monologically and the group who was instructed through dialogic instruction in L2.

References

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  • Alexander, R. (2013). Essays on pedagogy. New York: Routledge.
  • Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.
  • Altınyelken, K. H. (2011). Student- centred pedagogy in Turkey: Conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160. https://doi.org/10.1080/02680939.2010.504886
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
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  • Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics (Vol. 8). Minneapolis, MN: University of Minnesota.
  • Beare, S. (2000). Differences in content generating and planning process of adult L1 and L2 proficient writers (Unpublished doctoral dissertation). University of Ottawa, Ottawa, Ontario.
  • Becker, C. (1991). Quality and quantity of writing German in early acquisition: A case for associative activities in foreign language courses. (Unpublished doctoral dissertation). Louisiana State University, Baton Rouge.
  • Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9-30. https://doi.org/10.2307/1179375
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  • Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
  • Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49. https://doi.org/10.1080/0305764042000183115
  • Byrd, R. D. (2011). Putting the writing process into action in the L2 classroom: Pre-writing techniques that work. The Journal of Language Teaching and Learning, 1(1), 64-77.
  • Byrnes, H., & Manchón, R. M. (2014). Insights from and for L2 writing: An introduction. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 1-23). Amsterdam, Netherlands: John Benjamins.
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  • Cohen, A. D., & Brooks-Carson, A. (2001). Research on direct versus translated writing: Students’ strategies and their results. The Modern Language Journal, 85(2), 169-188. https://doi.org/10.1111/0026-7902.00103
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  • Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7(1), 482-511. https://doi.org/10.1177/0741088390007004003
  • De la Colina, A. A., & Mayo, M. D. P. G. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL-International Review of Applied Linguistics in Language Teaching, 47(3-4), 325-345.
  • Edelsky, C. (1982). Writing in a bilingual program: The relation of L1 and L2 texts. TESOL Quarterly, 16(2), 211-228. https://doi.org/10.2307/3586793
  • Freeman, D., & Freeman, Y. (2001). Between worlds: Access to second language acquisition. 2nd ed. Portsmouth, NH: Heinemann.
  • Friedlander, A. (1990). Composing in English: Effects of a first language on writing in English as a second language. In B. Kroll. (Ed.), Second language writing: Research insights for the classroom (pp. 109-125). Cambridge: Cambridge University Press.
  • Galton, M. J. (2007). Learning and teaching in the primary classroom. London: Sage.
  • Ghavamnia, M., Tavakoli, M., & Esteki, M. (2013). The effect of pre-task and online planning conditions on complexity, accuracy, and fluency on EFL learners’ written production. Porta Linguarum, 20(1), 31-43.
  • Gillies, R. M. (2016). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76(1), 178-189. https://doi.org/10.1016/j.ijer.2015.02.009
  • Gillies, R. M. (2015).Teacher dialogue that supports collaborative learning in the classroom. In L. B.
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  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
  • Gregory, M. (2007). A framework for facilitating classroom dialogue. Teaching Philosophy, 30(1), 59–84. https://doi.org/10.5840/teachphil200730141
  • Hajhosseiny, M. (2012). The Effect of dialogic teaching on students’ critical thinking disposition, Procedia - Social and Behavioral Sciences, 69(1), 1358-1368. https://doi.org/10.1016/j.sbspro.2012.12.073
  • Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30(1), 31-44. https://doi.org/10.1016/j.jslw.2015.08.002
  • Hatipoğlu-Kavanoz, S. (2006). An exploratory study of English language teachers’ beliefs, assumptions, and knowledge about learner-centeredness. TOJET, 5(2), 3-9.
  • Hornung, A. (2000). Method awareness and the teaching of writing. In G. Bäuer (Ed.), Writing Across Languages (pp. 131‐140). Stamford, CT: Ablex Publishing Corporation.
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There are 101 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Ayfer Tanış This is me

Feyza Harman Şensoy This is me

Derin Atay This is me

Publication Date March 27, 2020
Published in Issue Year 2020

Cite

APA Tanış, A., Harman Şensoy, F., & Atay, D. (2020). The effects of L1 use and dialogic instruction on EFL writing. Eurasian Journal of Applied Linguistics, 6(1), 1-21. https://doi.org/10.32601/ejal.710178