THE EFFECTS OF TRANSLANGUAGING PEDAGOGY IN THE PRE-STAGES OF ACADEMIC WRITING AT THE TERTIARY LEVEL IN AN EFL CONTEXT, TÜRKİYE

Date

2025-7

Author

AKDENİZ, EDA

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

7414
views

0
downloads

Cite This

This study investigates the impact of translanguaging pedagogy on academic writing among English-major university students in Türkiye, aiming to enhance the understanding of how translingual strategies can improve writing outcomes in an EFL context. Recognizing the challenges students face in mastering writing skills, this research explores the effectiveness of various prewriting discussion conditions: no prewriting discussion, discussions conducted in English, discussions in Turkish, and discussions under translanguaging conditions. By employing a mixed-methods approach, the study quantitatively analyzes writing performance through metrics such as word count, grammatical accuracy, and the richness of ideas, while qualitatively examining the functions of prewriting discussions in fostering idea generation and argument structuring. The findings are expected to reveal a significant relationship between the level of translanguaging exposure and the quality of student writing, providing valuable insights into the role of bilingual strategies in enhancing academic performance. This research not only contributes to the existing literature on translanguaging in language education but also offers practicalimplications for educators seeking to implement effective writing instruction in multilingual classrooms.

Subject Keywords

Translanguaging Pedagogy, Academic Writing, Prewriting Discussions, EFL Context

URI

https://hdl.handle.net/11511/115120

Collections

Graduate School of Social Sciences, Thesis