The Use of Native Language of College L2 Students in an Online Problem-Solving Task (Poster 23)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session Two

Abstract

This research investigates how college students who speak English as a second language (L2 students) use their first and second languages (L1 and L2) to make meaning during an online problem-solving task. The participants (N = 11) used Korean as their first language and had advanced-level English proficiency. Data from the participants’ verbal protocol, computer screen recordings, and pre-and post-task interviews were collected and analyzed using grounded theory techniques. The results show that (1) L2 students benefit from online reading and writing by using their L1 resources, and (2) student’s L1 plays an important role in processing thinking at various stages during online problem-solving tasks. The results suggest a need for new literacies and process-focused language teaching for L2 students.

Authors

• Kate Park, George Mason University
  Presenting Author

• Amy C. Hutchison, University of Alabama
  Non-Presenting Author