Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom.

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Bibliographic Details
Title:	Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom.
Authors:	Roderick Julian Robillos¹ rodero@kku.ac.th
Source:	International Journal of Instruction. Apr2023, Vol. 16 Issue 2, p623-642. 20p.
Subject Terms:	English as a foreign language, Listening comprehension, College freshmen, Listening skills
Abstract:	Burgeoning studies have demonstrated the effective use of translanguaging (henceforth, TLAN) pedagogy; however, these studies often concentrated on speaking, reading, and writing skills. There have been no studies, to date, that focused on the use of TLAN with regard to the listening skill. Furthermore, there has been a heightened concern to implement TLAN with a pedagogical approach to facilitate better listening comprehension tasks. Thus, this study examined the impact of translanguaging with pedagogical cycle on students' listening comprehension performance and L2 learning. A sequential mixed-method type of research was employed using a pre- and post-test design. Furthermore, an intact group of 15 First Year college students was purposively selected as samples and underwent 10 sessions of applying TLAN with a pedagogical cycle used as the intervention. Results reveal a significant difference in participants' listening comprehension performance as manifested by a higher mean score after the intervention. A positive improvement was also revealed regarding their L2 learning as manifested on their four listening comprehension quizzes in terms of structure, grammar, supporting details, lexical resource, and content organization. Furthermore, the participants perceived that using TLAN is normal and not a disrespectful practice for them as EFL learners. Qualitative findings disclose that the participants have welcomed the use of the intervention to aid their listening comprehension processes. The paper addresses the agentive potential of TLAN with pedagogical approach, thus, it could be included as a beneficial pedagogical method to leverage students' dynamic language practices, promote listening comprehension, and foster language learning. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Burgeoning studies have demonstrated the effective use of translanguaging (henceforth, TLAN) pedagogy; however, these studies often concentrated on speaking, reading, and writing skills. There have been no studies, to date, that focused on the use of TLAN with regard to the listening skill. Furthermore, there has been a heightened concern to implement TLAN with a pedagogical approach to facilitate better listening comprehension tasks. Thus, this study examined the impact of translanguaging with pedagogical cycle on students' listening comprehension performance and L2 learning. A sequential mixed-method type of research was employed using a pre- and post-test design. Furthermore, an intact group of 15 First Year college students was purposively selected as samples and underwent 10 sessions of applying TLAN with a pedagogical cycle used as the intervention. Results reveal a significant difference in participants' listening comprehension performance as manifested by a higher mean score after the intervention. A positive improvement was also revealed regarding their L2 learning as manifested on their four listening comprehension quizzes in terms of structure, grammar, supporting details, lexical resource, and content organization. Furthermore, the participants perceived that using TLAN is normal and not a disrespectful practice for them as EFL learners. Qualitative findings disclose that the participants have welcomed the use of the intervention to aid their listening comprehension processes. The paper addresses the agentive potential of TLAN with pedagogical approach, thus, it could be included as a beneficial pedagogical method to leverage students' dynamic language practices, promote listening comprehension, and foster language learning. [ABSTRACT FROM AUTHOR]
ISSN:	1694609X
DOI:	10.29333/iji.2023.16233a