Written Languaging impact on second language acquisition in early childhood pre-service teachers

Abstract

This research belongs to an underexplored theory, which is written languaging (WL) (Ishikawa, 2019). Which offers incredible learning conditions for second language (L2) learning. The objective of this study is to determine the extent to which dictations and translations as WL strategies promote EFL output language skills of pre-service early childhood education teachers. This research study used a pretest posttest design with nine participants. The results were tested with the Wilcoxon singed test, to validate the hypothesis presented on this paper. The findings on this paper were that WL have a positive impact on the written accuracy.