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.
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
Recommended Citation
Liu, Qiunan, "The Impact of the First Language Usage for Chinese Undergraduate International Students" (2024). Electronic Theses and Dissertations. 2463.
https://digitalcommons.du.edu/etd/2463
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, First and Second Language Acquisition Commons, Language and Literacy Education Commons, Psycholinguistics and Neurolinguistics Commons, Scholarship of Teaching and Learning Commons
