抄録
This exploratory study investigated the effects of the first-language (L1) formulating
activity during second-language (L2) writing on students’ perceived learning. The author
created a student-centered learning classroom based on Wiggins & McTighe’s (2005)
Understanding by Design, during the spring semester of 2017, and here discusses the
findings of the study. The participating students were 69 sophomores at a private
university in western Japan. They conducted a L1 formulating task to logically organize
their critical arguments in their L1 to produce an easy-to-understand L2 writing text. Webbased
questionnaires, including a free description element, and self- and peer-assessment
on one’s written product were conducted before and after the process in order to evaluate
the participants’ perceived achievements. The results demonstrated that the process had a
positive influence on students’ perceptions of their own learning: The L1 use during the
text-formulating process reduced students’ cognitive overloads and activated their ability
to analytically consider the fundamentals of an academic paper. The author therefore
concludes that this activity did enhance students’ learning. It is suggested that the teaching
of argumentative L2 writing should include a more engaging and effective L1 formulating
activity.
