Effect of L1 Use on Writing Proficiency of Tertiary Students: A Quasi-Experimental Study
Keywords:
mother tongue, L1, medium of instruction, quasi-experrimental design, writing proficiencyAbstract
L1 facilitates teaching-learning in ESL contexts. Its indispensability in the development of L2 skills such as writing cannot simply be underrated. This eight-week quasi-experimental study investigated the effect of L1 on the writing proficiency of 75 first year tertiary students. Instances of L1 use from audio-tape-recorded classes with the experimental group show that the teacher resorted to L1 to check for comprehension, convey meaning of ambiguous words and sentences, check or test students’ previous knowledge and promote student’s comfort and confidence. As deduced from the findings, use of L1 by the students is prompted whenever they encounter difficult concepts, complex grammar points, and new vocabulary items. Based on the increased mean scores derived during the post test, use of L1 in the classroom promotes students’ learning. L1 use positively influenced students’ writing proficiency and achievement in Purposive Communication.
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