The role of Iranian first language as scaffolding tool in writing performance among Iranian ESP learners
Mohammad Azizi
1
(
)
Narges Tavasoli Estahbanati
2
(
)
Keywords: Keywords: Persian (L1), English for Specific Purposes (ESP), scaffolding, writing performance,
Abstract :
This study examines the role of Persian (L1) as a scaffolding tool in enhancing the writing performance of Iranian learners in English for Specific Purposes (ESP) courses. Employing a quantitative research design, the study involved 100 participants who were divided into experimental and control groups. The experimental group received L1 scaffolding during writing tasks, while the control group did not. Data were collected through pre-test and post-test writing assessments, analyzed using descriptive statistics and the Kruskal-Wallis test. The findings revealed that the experimental group showed a significant improvement in their post-test scores compared to the control group, indicating that L1 scaffolding positively impacts writing performance. The results suggest that using L1 can aid learners in understanding complex concepts, reduce anxiety, and enhance overall writing quality and complexity. This aligns with Vygotsky’s socio-cultural theory and Krashen’s Input Hypothesis, which emphasize the importance of scaffolding and comprehensible input in language acquisition. However, potential drawbacks such as over-reliance on L1 and hindered immersion in the target language were also noted. The study recommends a balanced approach to integrating L1 in ESP instruction to maximize its benefits while minimizing its disadvantages. Further research is suggested in areas such as longitudinal studies, comparative studies across different contexts, exploration of L1’s role in other language skills, and the integration of technology in facilitating L1 scaffolding. These findings have important implications for curriculum development, teacher training, and language teaching strategies in ESP contexts.
References
1. Aliakbari, M., & Boghayeri, M. (2014). Teachers’ and learners’ beliefs about using L1 in EFL classes. International Journal of Applied Linguistics & English Literature, 3(4), 24-28.
2. Antón, M., & DiCamilla, F. J. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83(2), 233-247.
3. Arfaei Zarandi, S. Z., & Rahbar, B. (2020). The impact of interactive scaffolding on Iranian EFL learners' speaking ability. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 11(2), 45-58.
4. Auerbach, E. R. (1993). Making meaning, making change: Participatory curriculum development for traumatized refugee students in the U.S. and Canada. Westview Press.
5. Auerbach, E. R. (1993). Reexamining English Only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
6. Carrell, P. L., Devine, J. E., & Eskey, D. E. (1988). Research in the teaching of English.
7. Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Council of Europe.
8. Ghobadi, M., & Ghasemi, M. (2015). The role of L1 in second language teaching: A historical perspective. Journal of Language Teaching and Research, 6(2), 234-245.
9. Imani, Z., & Farahian, M. (2020). Iranian EFL university lecturers’ and learners’ attitude towards using first language as a scaffolding tool in reading comprehension. International Journal of Foreign Language Teaching and Research, 4(13), 123-135.
10. Kern, R. G. (1994). The role of mental translation in second language reading. Studies in Second Language Acquisition, 16(4), 441-461.
11. Kerr, P. (2014). Translation and own-language activities. Cambridge University Press.
12. Kerr, P. (2016). The use of L1 in English language teaching. Cambridge Papers in ELT, 2, 1-20.
13. Khoshsima, H., & Khosravani, M. (2014). The use of L1 in EFL classes of Iranian students. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(1), 15-23.
14. Krashen, S. D. (1985). Principles and practice in second language acquisition. Pergamon Press.
15. Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
16. Long, M. H. (1983). Input and interaction in second language acquisition. In M. H. Long & C. Richards (Eds.), Focus on the learner.
17. McManus, K., & Marsden, H. (2017). The impact of L1 scaffolding on L2 writing performance. Journal of Second Language Writing, 16(3), 123-135.
18. Moorhouse, B. L., Wan, Y., Ho, T. Y., & Lin, A. M. Y. (2024). Generative AI-assisted, evidence-informed use of L1 in L2 classrooms. ELT Journal, 78(4), 453-465.
19. Moorhouse, K., Mounir, S., & Zoghlami, M. (2024). The role of AI in enhancing L1 scaffolding in ESP writing classes. Journal of Language Teaching and Research, 15(2), 123-135.
20. Nunan, D. (1991). Language teaching methodology. Prentice Hall.
21. Rahimi, A. (2020). Impact of scaffolding on complexity and accuracy of Iranian EFL learners' narrative writing. Global Journal of Foreign Language Teaching, 6(1), 67-78.
22. Shin, J.-Y., Dixon, L. Q., & Choi, Y. (2019). An updated review on the use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 40(5), 456-468.
23. Skinner, B. F. (1957). Verbal behavior.
24. Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760-770.
25. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274.
26. Turnbull, M. (2001). Scaffolding and second language acquisition. TESOL Quarterly, 35(3), 557-584.
27. Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but.... The Canadian Modern Language Review, 57(4), 531-540.
28. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
29. Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 2(1), 18-33.
30. Zhao, Y., & Macaro, E. (2016). The use of L1 in L2 vocabulary learning and grammar comprehension. Language Teaching Research, 20(4), 450-470.
31. Zhao, Y., & Macaro, E. (2016). The role of L1 in L2 writing: A meta-analysis. Language Teaching Research, 20(5), 600-620.
