Learners’ use of first language (Arabic) in pair work in an EFL class
By N. Storch, A. Aldosari. 2010
243 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/53dac5a6f4d6eaa783ed20a6f2a8414b822bf49f
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In Developmental and Educational Psychology
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Citations in the corpus
- The use of the L1 in CLIL classes: The teachers’ perspective (2013, background): “Storch and Aldosari (2010) concluded that learners are supportive of the use of the L1 in the FL classroom, as the L1 makes learning the new language easier and acknowledges the value of their prior knowledge.”
- Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “…on peer scaffolding, the use of the L1 is not always encouraged (Alley, 2005), although it serves an important function in collaborative dialogue (Antón & DiCamilla, 1998; Brooks et al., 1997; Brooks & Donato, 1994; Storch & Aldosari, 2010; Swain & Lapkin, 1998, 2000; Villamil & De Guerrero, 1996).”
- Pairing learners in pair work activity (2013, result): “Our study (Storch & Aldosari, 2010), which investigated the use of L1 by EFL learners in Saudi Arabia as they engaged in a range of pair work tasks, also found modest use of the L1.”
- Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “…Englishspeaking countries in which the minority language is English (e.g., Saudi Arabia or Vietnam where English is the L2), students are often highly motivated, even in peer interaction, to use English and to limit their use of the majority language (Blos Bolzan, 2016; Storch & Aldosari, 2010).”
- Peer feedback in second language writing (2005–2014) (2016, background): “Among the literature on peer interaction, some studies have examined the use of language(s) in peer interaction during peer feedback, most of which are informed by SCT (Villamil & Guerrero 2006; Storch & Aldosari 2010; Zhao 2010; Yu & Lee 2014; Yu 2014).”
- An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing (2014, background): “Early studies, conducted primarily within the second language acquisition framework (Leeming, 2011), argue that the use of L1 would interfere in the development of the L2 and it should be discouraged in L2 classrooms (Gass & Selinker, 1983; Storch & Aldosari, 2010).”