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The contribution of second language writers’ translanguaging ability to their information-based academic writing ability

  • Chengyuan Yu

    Chengyuan Yu, with degrees in both (applied) linguistics (B.A., M.A. & Ph.D.) and library & information studies (B.S. & Ph.D. in progress), conducts interdisciplinary research on three main areas: (1) human information behavior in writing, (2) language factors in human information behavior, and (3) educational assessment, particularly focusing on writing and information literacy. Additionally, Chengyuan enjoys applying sociological theories to make sense of educational phenomena in situ. His works have appeared in Language Testing, Qualitative Research Journal, Journal of Academic Librarianship, Asia Pacific Education Review, International Journal of Qualitative Research in Education, and so forth.

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Veröffentlicht/Copyright: 11. März 2025
Applied Linguistics Review
Aus der Zeitschrift Applied Linguistics Review Band 16 Heft 4

Abstract

Academic writing has been found to be a translanguaging practice. While existing research has revealed interesting findings through qualitative textual analysis, quantitative evidence is scarce regarding the extent to which translanguaging is associated with academic writing. To fill this gap, this study investigates the extent to which the increase in the ability of translanguaging contributes to the increase in the ability of information-based academic writing (IBAW) at both the whole construct level and the individual process level. The results reveal that the ability(ies) at the integrated process level of IBAW and most of its individual process level are correlated with the ability of translanguaging with moderately high to high correlation coefficients. Regression analysis further demonstrates that the translanguaging ability contributes to the IBAW ability at both the individual and integrated process level with varying degrees. The varying degrees of correlation/predictive power are further discussed to reinstate the complexity of the translanguaging phenomenon in academic writing: why the translanguaging ability contributes to certain IBAW processes more than the others. This study demonstrates that the ability of translanguaging can be important for multilingual writers. To facilitate multilingual speakers’ development of IBAW, instructors are recommended to teach translanguaging strategies for IBAW.

Keywords: translanguaging; academic writing; information literacy; information-based academic writing; second language writer
Corresponding author: Chengyuan Yu, College of Communication and Information, Kent State University, 318 University Library, 1125 Risman Drive, Kent, OH 44242-0001, USA, E-mail:

About the author

Chengyuan Yu

Chengyuan Yu, with degrees in both (applied) linguistics (B.A., M.A. & Ph.D.) and library & information studies (B.S. & Ph.D. in progress), conducts interdisciplinary research on three main areas: (1) human information behavior in writing, (2) language factors in human information behavior, and (3) educational assessment, particularly focusing on writing and information literacy. Additionally, Chengyuan enjoys applying sociological theories to make sense of educational phenomena in situ. His works have appeared in Language Testing, Qualitative Research Journal, Journal of Academic Librarianship, Asia Pacific Education Review, International Journal of Qualitative Research in Education, and so forth.

Acknowledgments

First, I would like to thank all the participants in this study. Second, this manuscript was developed based on the final project for the Quantitative Research Methods class taught by Dr. David E. Silva at Kent State University, who provided excellent feedback on its early versions and statistical method.

  1. Conflict of interest: The authors report there are no competing interests to declare.

  2. Declaration of Generative AI and AI-assisted technologies in the writing process: During the preparation of this work the author(s) used ChatGPT to proofread. After using this tool/service, the author reviewed and edited the content as needed and takes full responsibility for the content of the publication.

Appendix

The Self-assessment Scale of Translanguaging for Information-based Academic Writing

  1. Can effectively use the first language to search for the concepts learned in English

  2. Can use different languages to search for information

  3. Can use English to summarize knowledge learned in the first language

  4. Can use the first language to summarize knowledge learned in English

  5. Can flexibly use multiple languages and semiotic systems to make writing outlines

  6. Can flexibly use multiple languages and semiotic systems to take notes while reading

  7. Can flexibly use multiple languages and semiotic systems to revise writing

  8. Can effectively draw on experience and practices of writing in different languages

  9. Can think across different languages

Figure 1: Model assumption plots of step 2 regression model predicting integrated information-based academic writing.
Figure 1:

Model assumption plots of step 2 regression model predicting integrated information-based academic writing.

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Received: 2024-02-19
Accepted: 2024-10-31
Published Online: 2025-03-11
Published in Print: 2025-07-28

© 2025 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Review Article
  3. The application of social network analysis in applied linguistics research: a systematic review
  4. Research Articles
  5. The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
  6. Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
  7. Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
  8. Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
  9. Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
  10. Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
  11. Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
  12. The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
  13. Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
  14. Playing with funds of difficult knowledge: interactional insights for heritage language education
  15. Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
  16. Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
  17. Translingual practices for critical language awareness in English as an additional language writing education
  18. Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
  19. Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
  20. The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
  21. Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
https://doi.org/10.1515/applirev-2024-0057
Schlagwörter für diesen Artikel
translanguaging; academic writing; information literacy; information-based academic writing; second language writer

Artikel in diesem Heft

  1. Frontmatter
  2. Review Article
  3. The application of social network analysis in applied linguistics research: a systematic review
  4. Research Articles
  5. The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
  6. Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
  7. Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
  8. Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
  9. Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
  10. Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
  11. Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
  12. The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
  13. Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
  14. Playing with funds of difficult knowledge: interactional insights for heritage language education
  15. Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
  16. Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
  17. Translingual practices for critical language awareness in English as an additional language writing education
  18. Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
  19. Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
  20. The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
  21. Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
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