Views: 4,698
Arab World English Journal (AWEJ) Volume 16. Number 2, June 2025 Pp.199-214
Tra Vinh University, Tra Vinh City, Vietnam
Ho Chi Minh City University of Industry and Trade, Ho Chi Minh City, Vietnam
Faculty of Foreign Languages
Ho Chi Minh City University of Industry and Trade, Ho Chi Minh City, Vietnam
School of Foreign Languages, Tra Vinh University, Tra Vinh City, Vietnam
In the era of globalization, language contact is inevitable, necessitating guidance on using a learner’s native language to support second language acquisition effectively while minimizing drawbacks that could hinder progress. This study aims to investigate how Vietnamese university students perceive the use of their native language during the brainstorming phase of English essay writing classes. To do that, it is necessary to understand what makes second language learners employ their mother tongue in their study and their perception of doing so. The study participants included 42 university students in Ho Chi Minh City, Vietnam who learned English as their major. A survey and in-depth interviews were the research instruments used to analyze their attitudes toward using their first language for idea brainstorming during their writing lessons. The findings showed that English-major students had positive attitudes toward the roles of both Vietnamese and English brainstorming in improving writing performance. However, their Vietnamese use depended on the complexity and difficulties of the topics they had to deal with to support them with necessary ideas. Therefore, the first language could be a supporting method for developing second language essay writing.
Nguyen, N. N. L., Tran, T. N., & Huynh, N. T. (2025). EFL Learners’ Perspectives on the Use of Vietnamese for Brainstorming in English Writing Classes. Arab World English Journal, 16(2):199-214
Abd Karim, R., Abu, A. G., & Khaja, F. N. M. (2016). Brainstorming approach and mind mapping in writing activity. Proceedings of EEIC, 1(2), 423–429.
Abedianpour, S., & Omidvari, A. (2018). Brainstorming strategy and writing performance: effects and attitudes. Journal of Language Teaching and Research, 9(5), 1084–1094. https://doi.org/10.17507/jltr.0905.24
Alrubaie, F., Gnanamalar, E., & Daniel, S. (2014). Revisiting the Cognitive Processes of the Brainstorming Technique: Theoretical Considerations from a Synthesis of Piaget, Vygotsky and SIAM for Learning Science. In International Journal of Thesis Projects and Dissertations (IJTPD) (Vol. 2). www.researchpublish.com
Cook, V. (2001). Using the first language in the classroom (Vol. 57, Issue 3, pp. 402–423). Canadian Modern Language Review.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Cumming, A. (1989). Writing expertise and second-language proficiency. Language Learning, 39(1), 81–141.
Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. In Written Communication (Vol. 7, pp. 482–511).
Do, H. (2023). Pedagogical Benefits and Practical Concerns of Writing Portfolio Assessment: Suggestions for Teaching L2 Writing. Teaching English as a Second or Foreign Language, 27(1).
Do, H. M. (2023). Pre-Task Planning in L2 Writing: Pedagogical Benefits and Practical Concerns. Journal of Asia TEFL, 20(2), 244–260. https://doi.org/10.18823/asiatefl.2023.20.2.2.244
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Faerch, C., & Kasper, G. (1987). Perspective on language transfer. Applied Linguistics, 8, 111–136.
Gao, J., & Min, S. (2021). A comparative study of the effects of l1 and l2 pre-writing discussions on l2 writing performance. System, 103, 1–13.
Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
Göğüş, A. (2012). Brainstorming and learning. In Seel, Norbert M., (ed.) Encyclopedia of the Sciences of Learning (pp. 484–488). Springer, New York.
Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. In Language Teaching (Vol. 45, Issue 3, pp. 271–308). https://doi.org/10.1017/S0261444812000067
Hu, G. (2003). English Language Teaching in China: Regional Differences and Contributing Factors. Journal of Multilingual and Multicultural Development, 24(4), 290–318.
Ismail, S., & Ahsheikh, N. (2012). Second language learners’ performance and strategies when writing direct and translated essays. International Education Studies, 5(5), 173–184.
Jarvis, S., & Pavlenko, A. (2008). Cross-linguistic Influence in Language and Cognition. Routledge. https://doi.org/https://doi.org/10.4324/9780203935927
Joyce, P., Von Dietze, H., & Mcmillan, B. (2021). Factors related to the desire for L1 support in the EFL classroom. 62. https://doi.org/10.58837/CHULA.PASAA.62.1.6
Kirkgöz, Y. (2014). English language teaching in Turkey: Challenges for the 21st century. In Teaching English to the World (pp. 159–170). Routledge.
Lado, R. (1957). Linguistic across cultures. Applied Linguistics for Language Teachers. Ann Arbor MI, University of Michigan Press.
Minh Hung, D. (2023). Affording Vietnamese EFL Students’ Critical Thinking in Video-Translation Tasks. Arab World English Journal, 9, 189–201. https://doi.org/10.24093/awej/call9.13
Ministry of Education and Training (MOET). (2018). General Education English Language Curriculum (Circular No. 32/2018/TT-BGDĐT). MOET.
Nasser Moafa, R. (2023). Unlocking the Potential of Translanguaging: Teachers’ Perspectives to Maximize Learner Outcomes. Arab World English Journal, 14(1), 199–222. https://doi.org/10.24093/awej/vol14no1.13
Nguyen, T. T. D. (2015). Some Vietnamese Viewpoints upon Second Language Acquisition Theories in Language Contact Environment. International Journal of Language and Linguistics, 3(4), 222–229.
Osborn, A. F. (1953). Applied imagination. Charles Scribner’s Sons.
Pathey, G., Thomas-Spiegel, J., & Dillon, P. (2009). Educational pathways of generation 1.5 students in community college writing courses. In Generation 1.5 in college composition (pp. 145–160). Routledge.
Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT Journal, 61(2), 100–106.
Rashtchi, M., & Porkar, R. (2020). Brainstorming Revisited: Does Technology Facilitate Argumentative Essay Writing? Language Teaching Research Quarterly, 18, 1–20. https://doi.org/10.32038/ltrq.2020.18.01
Selinker, L. (1983). Language transfer. In S. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 33–68). Rowley, MA: Newbury House.
Shirvani, M., & Porkar, R. (2021). How do EFL students perceive brainstorming in L2 writing classes? Theory and Practice in Language Studies, 11(12), 1602–1609. https://doi.org/10.17507/tpls.1112.12
Silva, T. (1992). 1 vs. L2 writing: ESL graduate students’ perceptions. TESL Canada Journal, 10(1), 27–47.
Slocum, S. (2013). FIRST LANGUAGE STATUS AND SECOND LANGUAGE WRITING [Dissertation for the Degree of Doctor of Philosophy]. ProQuest LLC.
Smagul, A. (2024). L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools. System, 125. https://doi.org/10.1016/j.system.2024.103443
Tanış, A., Şensoy, F. H., & Atay, D. (2020). The effects of l1 use and dialogic instruction on efl writing. Eurasian Journal of Applied Linguistics, 6(1), 1–21. https://doi.org/10.32601/ejal.710178
Tran, T. N., Nguyen, T. T., & Pham, H. H. (2024). Exploring the Challenges of L1 Negative Transfer among Vietnamese English Language Learners: A Qualitative Study. REFLections, 31(2).
Turnbull, M. (2007). Towards a comprehensive approach to language teaching in Canadian schools. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 229–242). Springer.
Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1–12. https://doi.org/10.1016/j.system.2018.04.009
Zhang, W., Sjoerds, Z., & Hommel, B. (2020). Metacontrol of human creativity: The neurocognitive mechanisms of convergent and divergent thinking. NeuroImage. https://doi.org/10.1016/j.neuroimage.2020.116572
Zheng, Z. (Zoey), & Drybrough, A. G. (2023). Translanguaging in the academic writing process: Exploring Chinese bilingual postgraduate students’ practices at a British university. Journal of English for Academic Purposes, 65. https://doi.org/10.1016/j.jeap.2023.101269
Nu Nhu Linh Nguyen, Ph.D. candidate, is a lecturer of English at the University in Ho Chi Minh City, Vietnam. Her research interests include teaching methodology, linguistics, culture and communication. She is now following the Ph.D program in TESOL (Teaching English to Speakers of Other Languages) at Tra Vinh University, Tra Vinh City, Vietnam.
OCID: https://orcid.org/0000-0001-8746-0883
Tin Nghi Tran, Ph.D., is a lecturer of English and the Dean of the Faculty of Foreign Languages, Ho Chi Minh City University of Industry and Trade, Ho Chi Minh City, Vietnam. He is interested in second language learning and teaching, corpus studies, literacy studies, and cognitive linguistics. OCID: https://orcid.org/0000-0001-6549-3895
Ngoc Tai Huynh, Ph.D., is a lecturer of English and the Dean of the Faculty of Foreign Languages, Tra Vinh University, Tra Vinh City, Vietnam. His research and teaching focus on Multimodal semiotics, Applied and Educational Linguistics, English, Bilingual and cultural education. He has presented at various international conferences and contributed to two book chapters published on IGI Global and Multilingual Matters. OCID: https://orcid.org/0000-0002-0264-4470