Insights into Vietnamese EFL Students’ Engagement in Academic Writing Through Translanguaging
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Abstract
English-only classes are a common trend across various EFL contexts; however, many students struggle due to limited English proficiency. Consequently, they employ their linguistic repertoire to construct knowledge and skills through translanguaging (TL). To address this, this convergent mixed-methods study explored EFL students’ engagement in an academic writing class through TL. Using convenience sampling, Vietnamese English majors (N = 113) completed a 5-point Likert questionnaire, followed by semi-structured interviews (n = 24). Quantitative data were analyzed descriptively, and qualitative data were analyzed through content analysis. The results revealed a high level of engagement. Specifically, TL facilitated students’ emotional engagement to a greater extent than their cognitive and behavioral engagement. These findings have pedagogical implications for fostering an inclusive and supportive learning environment that values students’ linguistic diversity.
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References
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