Date of Award

Summer 8-24-2024

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Rashida Banerjee

Second Advisor

Marc J. Guerrero

Third Advisor

Kimberly Schmidt

Fourth Advisor

Brette Garner

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Bilingual education, English learning, English teaching, Higher education

Abstract

English as the “lingua franca” serves as a bridge across diverse nations, cultures, and economies and plays an important role in modern society, which has increased the number of English language learners around the world. In the United States, over 30% of international students are from China, with the majority being undergraduate students. A significant number of Chinese students need to enroll in English learning courses when they attend universities in the U.S. due to insufficient English language test scores. Chinese international students often incorporate their first language (L1) when they are learning English in the U.S. Therefore, understanding the unique challenges and strengths of their first language brought into English learning environments is critical to create effective instructional methods that are aligned with their needs.

This mixed-method study explored the impact of the utilization of the L1 of Chinese undergraduate international students in learning English. The study was conducted in two phases. In the first phase, a seven-item survey was used to assess the perceptions of Chinese undergraduate international students about whether they consider their L1 as a beneficial tool in their English language learning. In the second phase, the focus shifted to an in-depth phenomenological exploration of the English learning experiences of six participants. Specifically, this phase discovered participants’ experiences with the usage of their L1, aiming to understand how the use of L1 impacts the comprehension and acquisition of English learning.

The findings from Phase I of this study revealed valuable data about Chinese undergraduate international students' attitudes towards using L1 in their English learning process. Overall, the attitude was positive but complex, shaped by personal learning experiences, habits, and the strict English-only policy of their learning environment. Phase II further explored how L1 influences Chinese undergraduate international students’ English learning through interviews. Participants shared their English learning experiences with detailed examples, demonstrating that their L1 facilitated the learning of vocabulary, academic content, grammar rules, reading comprehension, writing tasks, group discussions, and communication with peers. Additionally, L1 usage enhanced participants’ confidence and provided emotional support while learning English. However, participants also expressed concerns about the potential negative impacts of over-reliance on L1. Moreover, participants shared their peers' and instructors’ opinions on using L1 in English learning and how these opinions influenced their own use of L1. Lastly, participants mentioned strategies associated with L1 usage that they employed or that were recommended by their instructors in their English learning.

The results of this study indicate an overall positive attitude toward L1 usage in English learning among Chinese undergraduate international students and highlight how L1 positively influences their learning. These findings suggest the need to reconsider strict “English-only” policies in English learning settings. Furthermore, by acknowledging the strategies associated with L1 employed by participants, educators and instructors can incorporate teaching practices that utilize L1 to enhance student learning.

Copyright Date

8-2024

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Qiunan Liu

Provenance

Received from Author

File Format

application/pdf

Language

English (eng)

Extent

133 pgs

File Size

784 KB

Available for download on Sunday, September 27, 2026



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