IMPLEMENTING A WRITING WORKSHOP APPROACH WITH TRANSLANGUAGING IN TAIWANESE VOCATIONAL EFL CLASSROOMS
DOI:
10.54443/morfai.v5i5.4418Published:
2025-11-16Downloads
Abstract
Writing is a fundamental skill in language learning, yet many EFL students struggle with generating ideas, organizing sentences, and maintaining coherence. This study investigated how a Writing Workshop, combined with translanguaging strategies, could support Taiwanese vocational high school students in developing their English writing skills. Thirteen tenth-grade students participated in six 90- minute sessions on the theme “My Dream Job,” following workshop stages of mini- lesson, independent writing, peer conferring, sharing, and reflection. Translanguaging allowed students to alternate between Mandarin (L1) and English (L2) during brainstorming, drafting, and revising, helping them focus on meaning and creativity before accuracy. Data from drafts, peer feedback, observations, and reflection sheets were analyzed thematically, revealing that translanguaging promoted active participation, idea development, and confidence, while the Writing Workshop provided structure, scaffolding, and collaborative opportunities. Visual tools like thinking bubbles and illustrations enhanced comprehension, vocabulary, and engagement. Students demonstrated creativity, ownership, and confidence in expressing ideas, supported by bilingual peer discussions and teacher guidance. Overall, integrating the Writing Workshop with translanguaging created an inclusive, student-centered environment that fostered both language development and learner confidence, offering a practical framework for enhancing EFL writing in vocational classrooms.
Keywords:
EFL Writing Translanguaging Vocational students Writing WorkshopReferences
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Boynton/Cook.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters.
Brookhart, S. M. (2007). How to give effective feedback to your students. ASCD. Calkins, L. M. (1986). The art of teaching writing. Heinemann.
Cenoz, J., & Gorter, D. (2021). Translanguaging in education: A framework for multilingual practice. Cambridge University Press.
Christopher, M., Parker, L., & Bynum, R. (2000). Implementing Writing Workshops in diverse classrooms. Journal of Adolescent & Adult Literacy, 43(6), 520–529. https://doi.org/10.1598/JAAL.43.6.5
Fletcher, R., & Portalupi, J. (2001). Writing Workshop: The essential guide. Heinemann.
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Henderson, J., & Sayer, P. (2019). Translanguaging and pedagogy in language classrooms. TESOL Quarterly, 53(3), 657–682. https://doi.org/10.1002/tesq.518
Klimova, B. (2013). Developing writing skills in EFL classrooms: Methods and approaches. Procedia – Social and Behavioral Sciences, 93, 1622–1627. https://doi.org/10.1016/j.sbspro.2013.10.091
Lain, D. (2017). Benefits of Writing Workshops in secondary classrooms. English Journal, 106(4), 45–52.
Meisani, A. (2022). Action research on the effectiveness of Writing Workshops.
Journal of Language Teaching and Research, 13(2), 210–222. https://doi.org/10.17507/jltr.1302.06
Poll, K. (2014). Maximizing engagement in the Writing Workshop. The Reading Teacher, 67(8), 593–601. https://doi.org/10.1002/trtr.1252
Stone, L. (1990). Peer response in the writing classroom. National Council of Teachers of English.
Tai, K. W. H., & Wong, C.‑Y. (2023). Empowering students through the construction of a translanguaging space in an English as a first language classroom. Applied Linguistics, 44(6), 1100‑1151. https://doi.org/10.1093/applin/amac069
Tillema, M. (2012). Approaches to teaching writing in EFL classrooms. Language Education Journal, 43(1), 15–30.
Yang, H. (2022). Translanguaging and EFL writing development: Evidence from high school students. Asian EFL Journal, 24(6), 1–20.
License
Copyright (c) 2025 Novi Oky Dwi Saputra, Desi Rohayati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Downloads
How to Cite
