Insights into Vietnamese EFL Students' Engagement in Academic Writing through Translanguaging
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| Title: | Insights into Vietnamese EFL Students' Engagement in Academic Writing through Translanguaging |
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| Language: | English |
| Authors: | Tham My Duong, Duy Ngoc Nguyen, Thao Quoc Tran |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):407-426. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Language Proficiency, Academic Language, Writing (Composition), Code Switching (Language), Language of Instruction, Learner Engagement, College Students, Second Language Learning |
| Geographic Terms: | Vietnam |
| ISSN: | 2630-0672 2672-9431 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508652 |
| Database: | ERIC |
| 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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| ISSN: | 2630-0672 2672-9431 |
