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Running head: A Study of Language Transfer Through Oral Electronic Portfolios in EFL
Students
A Study of Language Transfer through Oral Electronic Portfolios in EFL Students
Jenyffer Rocío Estupiñan Benítez
Francy Katherine Herrera Parra
Universidad Francisco José de Caldas
School of Science and Education
Licenciatura en Educación Básica con Énfasis en Inglés
Bogotá D.C.
2015
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 2
A Study of Language Transfer through Oral Electronic Portfolios in EFL Students
Jenyffer Rocío Estupiñan Benítez
Francy Katherine Herrera Parra
Thesis director: Eliana Garzón
A thesis submitted as a requirement to obtain the degree
Bachelor in Basic Education Majoring in English
Universidad Francisco José de Caldas
School of Science and Education
Licenciatura en Educación Básica con Énfasis en Inglés
Bogotá D.C.
2015
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 3
“La Universidad no se hace responsable de las ideas, ni del contenido del presente trabajo debido
a que éstas hacen parte única y exclusivamente de sus autores”.
Capítulo XV, artículo 177, Acuerdo Número 029 de 1988 del concejo superior de la Universidad
Distrital Francisco José de Caldas.
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We dedicate this research project to our families, our professors,
and to all those who have helped us to achieve this goal.
We thank them for their advice, understanding,
love, and support in difficult times.
Without them, this accomplishment would have not been possible.
Jenyffer Estupiñan
Katherine Herrera
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ACKNOWLEDGEMENTS
Firstly, we would like to express our sincere gratitude to our advisor Professor Eliana
Garzón Duarte, for the continuous support of this study and related research, for her patience,
motivation, and immense knowledge. Her guidance helped us in all the time of research and
writing of this document. We could not have imagined having a better advisor and mentor for our
study.
Besides our advisor, we would like to thank Professor Fabio Bonilla for his insightful
comments, encouragement, and for enlightening us the first glance of research. In addition, we
thank him for the hard question which incented us to widen our research from various
perspectives.
We thank our students who later became the participants in this study, for their
continuous enthusiasm and willingness to participate through the process. For all the fun and
happiness they shared with us.
Last but not the least, we would like to thank our families: our parents and siblings for
supporting us spiritually throughout writing this document and our lives in general.
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Note of Acceptance
Eliana Garzón
Monograph Advisor _____________________________________
Fabio Bonilla
Juror _____________________________________
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CONTENT
INTRODUCTION ....................................................................................................................... 12
CHAPTER ONE: STATEMENT OF THE PROBLEM ...............................................................12
Statement of the problem ............................................................................................................. 13
Research question ........................................................................................................................ 15
Objectives .................................................................................................................................... 15
Rationale ...................................................................................................................................... 15
CHAPTER TWO: LITERATURE REVIEW ...............................................................................17
Interlanguage .............................................................................................................................. 17
Language Transfer........................................................................................................................ 20
Oral Production ...........................................................................................................................22
Oral Electronic Portfolios ......................................................................................................... 24
CHAPTER THREE: RESEARCH DESIGN ...............................................................................27
Type of Study .............................................................................................................................. 27
Context ...................................................................................................................................... 28
Participants ................................................................................................................................ 29
Role of the Researcher...............................................................................................................29
Ethical Issues………………………………………………………………………........……..30
Unit of Analysis ..........................................................................................................................31
Data Collection Techniques.........................................................................................................31
Data Collection Instruments…..................................................................................................... 32
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Validity .................................................................................................................................... 35
Reliability ................................................................................................................................ 36
CHAPTER FOUR: INSTRUCTIONAL DESIGN .......................................................................38
Vision of Learning .....................................................................................................................39
Vision of Language ....................................................................................................................41
Vision of Classroom ..................................................................................................................44
Approach …….………………………………………..…………………......…..........................45
Methodology..................................................................................................................................46
Language Focus ............................................................................................................................49
Pedagogical Implementation .........................................................................................................50
Teachable Question .......................................................................................................................50
General Instructional Objective.....................................................................................................50
Specific Instructional Objective.....................................................................................................50
Instructional Unit .........................................................................................................................51
Assessment …………………………………………………...……………………....….....……54
CHAPTER FIVE: DATA COLLECTION AND ORGANIZATION.............................................55
Data Interpretation .......................................................................................................................56
Data Analysis ..............................................................................................................................57
Phonological Transfer................................................................................................................. 58
Lexical Transfer .......................................................................................................................... 59
Syntax Transfer ………………….……………………………………………………………...63
CHAPTER SIX: FINDINGS AND CONCLUSIONS .................................................................70
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CHAPTER SEVEN: LIMITATIONS AND FURTHER RESEARCH …………………….…..74
REFERENCES ………………………….…………………………………………..…………..77
ANNEXES ...................................................................................................................................80
ANNEX 1: Consent Letter ............................................................................................................80
ANNEX 2: Sampling Interval Chart..............................................................................................81
ANNEX 3: Teacher Journal ……..................................................................................................82
ANNEX 4: Lesson Plan ……....................................................................................................... 84
ANNEX 5: Assessment Chart…………………………….......……………………...…….…….87
ANNEX 6: Color coding example…………………………………………………...…….…….88
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LIST OF FIGURES
Figure 1. First vs. Second Language Development……………….…………………..…………19
Figure 2. Data Collection Techniques…………………………………………………………....32
Figure 3. Date Collection Instruments …………………………………………...……….…......35
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LIST OF TABLES
Table 1. Traditional Assessment vs. Portfolio Assessment………………………...………….....25
Table 2. Instructional Unit……………………...……………………………………………......51
Table 3. Data Collection Schedule…………………...…………………………………………..55
Table 4. Categories and Subcategories…………………………………………….………….....57
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Chapter One
Introduction
Learning a foreign language requires acquiring a wide collection of linguistic
components, which include but are not limited to vocabulary and grammar, as well as complex
cultural and social dimensions, inherent to the native speakers of the language. Mastering the
new language opens the doors to numerous opportunities to succeed in the world, but the path to
become proficient in a second language is filled with all sorts of situations that could affect
somehow the development of the process to become fluent. One of those situations is the transfer
of language patterns from the native language (L1) to the target language (L2), which despite
being a natural characteristic of the second language acquisition, causes difficulties in the
communication when using the L2.
In the recent years, language transfer has emerged as a very important area of study in
second language acquisition. Therefore when we realized that the manifestation of language
transfer in our English language students was highly strong, we decided to follow the
interlanguage process, using oral electronic portfolios, as the tool to foster the use of the target
language.
This chapter presents the purpose and goal of our research study, the statement of the
problem and, how and why this study took place. Consequently, it looks into discourse analysis
and didactics of the English language, mediated by information and communication technology
(ICT). The purpose of the study was to discover, understand and learn which types of language
transfer are revealed through the use of oral electronic portfolios (OEPs), in EFL ninth graders.
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The goal was to search for answers on how an innovative pedagogical intervention based on the
use of OEPs, evidences the language transfer phenomenon in ninth graders, at a public school.
The issues that gave rise to this study are described in the following paragraph.
Statement of the Problem
The present study emerged when we conducted a needs analysis in a public school, in
Bogota, Colombia. It revealed that EFL students were not provided with opportunities to speak
in the target language during the EFL classes. Thereby, this results in low proficiency regarding
the students´ ability to speak effectively using English language. In addition, we observed that
the classes were focused on writing and grammar activities, but there were nary chances for the
learners to shape their oral production. As a consequence, the students had serious difficulties
when asked to give an opinion or participate in a discussion.
As it is well known, speaking is a key element in the communicative process. It is defined
as an interactive process of constructing meaning that involves producing, receiving and
processing information (Brown, 1994; Burns & Joyce, 1997). Unfortunately, this process was not
successful in the EFL classroom, due to the impossibility of the students to utter a complete
sentence grammatically correct, and comprehensible.
In this order of ideas, it is important to highlight that speakers must be able to anticipate
and then produce the expected patterns of specific discourse situations. They must also manage
discrete elements such as turn-taking, rephrasing, providing feedback, or redirecting (Burns &
Joyce, 1997). Nevertheless, the needs analysis revealed that those elements were completely
absent in the English as a Foreign Language (EFL) classes. Furthermore, learners in EFL
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classrooms should get as many speaking opportunities as possible, and their speaking time
should slowly but steadily rise, so as to prepare them for various communicative situations.
These opportunities were never given within the EFL classroom at the school where the study
was conducted.
Moreover, the students faced some other problematic situations. First of all, although
there was a Language Resource Center (LRC), defined by the LRC project partners (2003) as:
"... a center which provides services (including resources) and facilities for users in
support of a specific goal or 'mission' related to language learning, teaching, applied linguistics
or research into any of these areas.", it was not designed to support the development of the
speaking skill, as it should do. In the center located at the school, students practiced grammar,
reading, writing and listening, but speaking. We found an evident lack of activities designed to
develop the oral production.
On the second place, the curriculum was not designed to promote speaking. It was
focused on the practice of grammar, writing and also but with less intensity, in listening.
Therefore, we took action carrying out a research study which could be meaningful and
contribute to shape students' oral production. Thirdly, the needs analysis showed that the learning
activities carried out within the EFL classes were almost never related to students' real life,
therefore, this situation led to a constantly demotivated learning atmosphere.
Furthermore, the implementation of this research project also helped us to achieve our
research goal, which was to answer inquiries about how an innovative pedagogical intervention,
based on OEPs, could help ninth graders to shape their oral production. Consequently, we posed
the following question:
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Research Question
Which types of language transfer are revealed through the use of oral electronic
portfolios (OEPs), in EFL ninth graders?
General Research Objective
To analyze students‟ language transfer through OEPs.
Specific Research Objective
To identify and describe how the use of OEPs evidence language transfer in EFL students.
Rationale
This research study was important to address because it contributed to improve the EFL
learning process in the participants and in the school community in general. Due to the fact that
its outcomes can be applied to EFL classes in other grades, it will help language learners, to
shape their oral production.
As teachers and agents of change, we implemented our study in order to help students to
overcome the difficulty that they faced during the ESL classes, when required to express ideas
through spoken language, and also to observe how OEPs affected the development of the
students' oral production. Given the fact that the speaker's skills and speech habits have an
impact on the success of any communication act (Van Duzer, 1997), this pedagogical
implementation sought to have a positive effect in the students' learning process. By considering
what good speakers do, which speaking tasks can be used in class, and which specific needs do
the learners report, the researchers attempted to help learners to improve their speaking and oral
competence.
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In the same way, through the implementation of OEPs, this study, aimed to help students
to develop autonomy in their own learning process. Barootchi and Keshavarz (2002) and Nunes
(2004) reported that portfolios encouraged EFL students to take ownership over their own
learning and to engage in active reflection on the learning process, besides creating a favorable
environment for the development of learner autonomy. Furthermore, this alternative assessment
tool provided students with the opportunity to play an active part in meaningful communicative
situations, ranging from simple imitation to conscious exchange and internalization of certain
vocabulary items, pronunciation styles, grammatical points, communicative techniques, and at
the same time, building strategies that will help them later on, when their English proficiency
level will be in a higher level.
Consequently, this study will bring benefits not just to our labor as teachers, but also as
researchers. It will contribute to future research studies in our community and overseas, and in
addition, it will be useful for other EFL teachers, who will be able to use and apply our
pedagogical implementation in their classes, in order to improve oral production in the students.
It is not a secret that many public schools face the same problematic described in this study;
therefore, the present research study can help other schools to overcome similar difficulties.
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Chapter Two
Literature Review
The purpose of the chapter is to present the constructs selected to work on this research
proposal. Additionally, literature was reviewed so as to provide a justification for the topics
selected to conduct the study reported on in this chapter. This chapter presents and illustrates the
terms interlanguage, language transfer, oral production, and oral electronic portfolios, which are
described and discussed, from the researchers' point of view, as well as from contributions made
by important authors in language teaching, second language acquisition and oral communication.
Interlanguage
As it is well known, the process of second language acquisition involves the development
of communicative competence, which is constructed through a series of stages. Within those
stages, there is a very important state where the target language (L2) is not fully acquired and
thereby it is highly influenced by the first language: Interlanguage. This term was defined by
Larry Selinker (1972) as a linguistic system evidenced when L1 learners attempt to express
meaning in the target Language. This linguistic system encompasses not only syntax,
morphology, and phonology, but also the pragmatic, lexical and discourse levels of the language.
Additionally, Selinker (1972) introduced three main features of interlanguage, presenting
the term as a permeable, systematic and dynamic system. In the following paragraphs, we will
expand on each one of the characteristics.
As it was mentioned before, the first characteristic is the permeability of the
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interlanguage. In this feature, as Selinker stated, the learners' language system is permeable,
meaning that the rules that comprise the learners' knowledge are not fixed, but are open to
modification. In various aspects, many native languages, share this feature, in the sense that all
language systems are permeable. Henceforth, interlanguage is different from the rest of the
language systems in the permeability.
The second characteristic describes interlanguage as dynamic, which means that it is
constant change. Nevertheless, a learners' interlanguage does not move from stage to stage in a
hectic way, instead, it slowly adapts the new acquired input to the target language system. This
process occurs by introducing rule by rule, in specific contexts, and gradually extending it over a
variety of linguistic contexts.
The third one is that interlanguage is systematic. In spite of the instability of
interlanguage, it is possible to detect the rule-based nature of the learner‟s interlanguage. The
learner does not select accidentally from his store of interlanguage rules, but in predictable ways.
Apart from the above mentioned characteristics, variability is another characteristic that cannot
be neglected. At any one stage in his development, the learner operates according to the system
of rules he has constructed up to that point. A crucial issue is why his performance is so variable.
On one occasion he uses one rule, while on another he uses a different one.
In an illustrative analogy about interlanguage, proposed by Tarone (1972), the author
states that during the interlanguage state, the language learner can be seen as a chameleon. Its
original green skin, represents the first language (L1), the color of the objective camouflage (tree
trunk) represents the target language (L2). In this order of ideas, if the chameleon climbs on a
tree trunk, it turns its skin into brown, which is the trunk color, but while it is changing colors, it
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will still have a bit of green color, therefore its body will be a mixture of green and brown. That
'mixture' which is also the 'transition of color', represents the state of Interlanguage. In other
words, it symbolizes the leap from the L1 to the L2.
In addition we have decided to work with Saville-Troike's (2006) interlanguage definition,
who defines interlanguage as a "transfer", meaning a transition that occurs when the learner uses
his/her prior language L1 while learning the target language. The learning process that she
defines is divided in three phases where we can find the process which L2 learners go through
before having an effective communication (Multilingual competence) as well as a list with the
major points of contrast between L1 and L2 learning process. These states are illustrated in
figure 1.
Figure 1. First vs. second language development. Taken from: Saville-Troike (2006). Introducing Second Language
Acquisition. Cambridge: Cambridge University Press, p. 17.
Thus, for the purpose of our study we decided to work with the intermediate states, which
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cover all stages of basic language development. The first intermediate state, represented by the
L1, includes the child grammar, maturation of the language, the input and the reciprocal
interaction. Meanwhile, L2 includes language transfer, input, and the facilitating condition which
involves feedback, aptitude, motivation, and instruction. Hence, these items are taking into
account due to the fact that they facilitate students‟ interlanguage process in order to improve and
enter the final state, which is the outcome of L1 and L2 learning, where students are able to
differentiate both languages systems.
Furthermore, Saville-Troike (2006) identifies two types of transfer: positive transfer and
negative transfer. Positive transfer occurs when an L1 structure or rule is used in the target
language and that use is appropriate or “correct” in the same. Meanwhile, negative transfer
occurs when a L1 rule or structure is used in the target language and that use is inappropriate for
that reason it is considered an “error”. In this process of transfer, the aspects of language
involved are grammar, vocabulary and pronunciation.
Language Transfer
According to Gass (1979), it is commonly known by both theoreticians and language
teachers that when learners attempt to communicate in a second language, they often transfer
elements of their native language, onto the speech patterns of the target language. Additionally,
following Selinker (1966), an operational definition of language transfer can be given as a
“process occurring from the native to the foreign language if frequency analysis shows that a
statistically significant trend in the speaker‟s native language . . . is then paralleled by a
significant trend toward the „same‟ alternative in the speaker‟s attempted production of the
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 21
foreign language sentences, phonetic features, phonetic sequences, etc.”
At the same respect, Benson (2002), states that even though it is now generally accepted
that language transfer occurs, it is a very complex phenomenon, "…which is not the only reason
for error, nor does it always lead to error."
Instead, it can lead to positive transfer when the two languages share areas that are
identical or similar. It can also result in avoidance, when elements of the L2 do not exist in the
L1, and additionally, it can promote different rates of development, as Benson (2002) states:
"delay, when learners whose L1 contains a particular form spend longer at the stage of
development than L1 learners whose L1 does not contain that form", or acceleration when both
languages share common or identical features.
Moreover, transfer occurs with a higher frequency in classrooms rather than in informal
settings because outside settings do not provide enough opportunities for appropriate input and
interaction. Furthermore, language transfer possesses some special characteristics. It decreases
with proficiency due to the fact that in higher levels of communicative competence, the learner is
closer to a native-like competence.
Summarizing, language transfer is defined as the influence of the learner´s native
language in the second language acquisition process. When the linguistic interference provides
the learner with an accurate sentence or an appropriate use of the L2, it is called positive transfer.
However, if the learner uses the L1 knowledge in the second language and this result in an error,
this is a negative transfer. Finally, it is important to keep in mind that it occurs at all levels:
phonology, syntax, lexis, pragmatics, and morphology.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 22
Oral Production
As it is well known, speaking is fundamental for human communication. Although it is
not the only means to deliver a message, it is the most used. For instance, let us think about all
the different conversations people have during the day, compared to how much written
communication the same people do during the day. In fact, in daily life, people speak more than
they write, and that is why we decided, only for the purpose of this study, to give a strong
emphasis to the development of oral production, and the interlanguage process faced by the L2
learner, relegating to a lower rank, the other known skills in acquiring a second language:
reading, writing and listening.
Regarding oral production, the Council of Europe (2001) distinguishes three types of
activities: oral production, spoken interaction and oral mediation. With regard to the first type, it
is stated that "oral production, occurs when speakers produce an oral text for one or more
listeners, for example giving information to an audience in a public address. This may involve
reading a written text aloud, speaking from notes, acting out a rehearsed role, speaking
spontaneously, improvising […] or singing a song". And that is what we sought with this study,
to help our students to produce effective oral communication.
As a matter of fact, the goal of our teaching practices was to enable our students to
communicate in English in an effective way. In the first place, it is imperative to get familiar with
the term. Due to the broad number of definitions provided by different authors along the time, we
decided to work with the ones that suit the purposes of our study, as well as the objective of our
pedagogical implementation.
Regarding this aspect, Nunan (1991) stated, "Success is measured in terms of the ability
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 23
to carry out a conversation in the (target) language". Unfortunately, in the specific case of the
population in our study, this condition was not being developed, due to absence of speaking
activities within the English lessons, which led to unsuccessful communication.
In the same way, Rahman (2010), points out, "speaking is the mode of communication
most often used to express opinions, make arguments, offer explanations, transmit information,
and make impressions upon others. Students need to speak well in their personal lives, future
workplaces, social interactions, and political endeavors. They will have meetings to attend,
presentations to make, discussions and arguments to participate in, and groups to work with. If
basic instruction and opportunities to practice speaking are available, students position
themselves to accomplish a wide range of goals and be useful members of their communities".
That is the reason why oral production is a key element for this project. We wanted to
help our students to build a bridge between the English as a Foreign Language classroom (EFL
classroom), and their real lives, in order to strengthen oral communication, due to the undeniable
fact that shows how the product of their oral skills is required to facilitate effective
communication.
Furthermore, according to The National Capital Language Resource Center (2003-2004),
"the goal of teaching speaking skills is communicative efficiency. Learners should be able to
make themselves understood, using their current proficiency to the fullest. They should try to
avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary and to
observe the social and cultural rules that apply in each communication situation". Based on what
was presented above, we decided to work with oral production seen as efficient communication,
understood as the ability to deliver a spoken message, in a successful way.
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Oral Electronic Portfolios
It is becoming increasingly difficult to ignore the role of technology in education, for this
reason, integrating technology into teaching is a great way for an educator to increase the
effectiveness of their lessons and build a better understanding and at the same time a better
relationship with their students.
Taking into account technology and its roll in education we have chosen oral electronic
portfolios, as a tool to develop the tasks. At this regarding, MacDonald, Liu, Lowell, Tsai, and
Lohr (as cited in Huang & Hung, 2010), define electronic portfolios as "multimedia
environments where students can showcase the artifacts and reflections that represent their
growth and competencies.
This electronic portfolio activities were developed supported on the task based learning
method. Tasks were applied as learning activities. As Willis (1996) defines, a task is "a goal
oriented activity with a specific outcome, where the emphasis is on exchanging meanings no
producing specific language forms". In this sense the oral electronic portfolio becomes an
evidence of students' self-reflection, showing students efforts, progress and their achievements
(Paulson, Paulson, & Meyer 1991).
Moreover electronic portfolios tasks in comparison with traditional tasks are meant to
involve students, making them active learners as showing in Table 1, proposed by the National
Language Resource Center (NCLRC, 2008). In this table, it is possible to observe a comparison
between the traditional assessment and the portfolio assessment characteristics.
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Table 1. Traditional Assessment vs. Portfolio Assessment. Adapted from http://www.nclrc.org/portfolio/2-1.html
Traditional Portfolio
Measures student‟s ability at one
time
Measures student‟s ability over
time
Done by teacher alone; student
often unaware of criteria
Done by teacher and student;
student aware of criteria
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the range of
student‟s language ability
Captures many facets of language
learning performance
Does not include the teacher‟s
knowledge of student as a learner
Allows for expressions of teacher‟s
knowledge of student as learner
Does not give student
responsibility
Student learns how to take
responsibility
Implementing and using electronic portfolios provides students with the opportunity of
having control of what they want to say and record, which can motivate and allow them to create
more autonomy while working on a task.
Moreover, using electronic portfolios, as Lankes (1998) states, is understood as a process
where there is a final outcome. The first step one is called the developmental portfolio which
provides evidence of students' growth. On the second place we have the proficiency portfolio,
which demonstrates mastery of a learning objective. Thirdly, the showcase portfolio provides a
venue for showing one‟s most accomplished work; and finally, the planning portfolio, allows
students to prepare for a future event. In our case, the students' portfolio was a project based on
the learners' educational perspectives related to their life objectives.
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Electronic portfolios provide teachers and students several numbers of advantages over
other more traditional assessment. E-portfolios are easy to store, access, and transport. We as
teachers are able to listen to an audio assignment numerous times, for instance, unlike during a
face-to-face interview. Students are greatly motivated to use and create an electronic portfolio
due to the fact they create a sense of ownership that comes with selecting the portfolio‟s contents
according to the task, in our case, a reflective view about education after finishing high school.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 27
Chapter Three
Research Design
This chapter describes the design of the study, by stating the type of study we used, as
well as the context, the participants, the role of the researcher, the unit of analysis, the
instruments and techniques, and how validity and reliability were handled during and after the
study.
Type of Study
This study was conducted using qualitative research. We consider qualitative research
shapes our needs due to the fact that it can provide complex descriptions and information about
the human side of an issue, in our case the main idea was to identify how students communicate
in the target language by using correctly the grammar structures and the vocabulary.
Moreover, by using qualitative research it is possible to produce more in-depth
comprehensive information because it allows identifying and managing different variables inside
the research. A good definition of this concept is provided by Key (1997), who defines the
qualitative research as a process of gathering information for comparing, contrasting or making
predictions.
Based on our analysis of the problem, action research was selected as the approach to
analyze the phenomenon. The main goal of action research is to determine ways to promote the
development of our students lives (Mills, 2011). At the same time, action research contributes to
the professional growth and development of our colleagues, and future studies. (Hensen, 1996;
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 28
Osterman & Kottkamp, 1993; Tomlinson, 1995)
Context
This research study was carried out at a public school in Bogota, Colombia. It was
specifilly conducted in ninth grade. The school's mission states: " La IED está inspirada en el
pensamiento liberador que promueve la formación integral de la mujer en la autonomía,
creatividad, responsabilidad y análisis crítico de la realidad , que les permita plena participación
con calidad y calidez en todas las esferas de la vida, mediante procesos de cooperación en la
enseñanza-aprendizaje con base en las competencias educativas orientadas a desarrollar su
proyecto de vida para participar activa y eficazmente en todos los ámbitos de nuestra sociedad..
Its vision is: " En el año 2015 la IED será una institución líder en procesos de enseñanza-
aprendizaje cooperativo y modelo en la formación de mujeres con calidad humana, autónomas,
críticas, responsables, creativas e independientes; capaces de usar el conocimiento y las
habilidades adquiridas en el desarrollo empresarial, dominio básico del inglés y aplicación de
tecnologías en la construcción de su proyecto de vida que le permita pleno liderazgo para adoptar
decisiones políticas y desempeños eficientes en todos los espacios de la vida y así trabajar por el
bienestar de la comunidad y contribuir en la transformación de la sociedad".
From the observation of the physical learning environment we found that, even though
the chairs and desks within the classroom were in good shape, the classroom was very small for
the number of students attending the subject. The room was not provided with any multimedia
device, and all what the students had, as interactive resource, was the board.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 29
Participants
This research study was conducted at an official school with a target population of 38
students from which six girls were selected as the participants, using a systematic random
sampling method. Their ages were between 14 and 17 years old. These six students were offered
a consent letter for their parents or legal tutor, to approve their participation in this research study.
A copy of this letter can be seen in Annex 1.
We decided to use Systematic Random Sampling (SYMRS), in which Johnson and
Christensen (2010) state that while it is truth that participants are selected from an ordered target
population, the skip interval used to select the sample, ensures randomness. Detailed
information about the selecting process is presented in Annex 2.
In this particular case, participants were organized in a list which includes 20 students
who volunteered to participate in the study. From the 20 volunteers, we selected 6 participants
by dividing the number of potential sampling units in the defined target population, by the
number of units desired in the sample. The required skip interval was calculated using the
following formula, adapted from Johnson and Christensen (2010):
Role of the Researcher
In the present study, ethics were understood as the sense of right procedures within the
research process. This means, we as researchers were motivated by the desire to respect and care
about our participants, and also to be honest as humanly possible, accurate, nonbiased and
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 30
truthful in all phases of the study. Furthermore, we were committed not only to the participants
but also to the data collection process, because as Stake (1994) observes, "Qualitative researchers
are guests in the private spaces of the world" (p. 244), which suggests that we are intruders in the
lives of our participants, and it is our responsibility to ensure their well-being.
Ethical issues
In order to fulfill what was mentioned before, we based our codes of ethics on two issues:
informed consent and confidentiality. Informed consent is described as "the provision of
information to participants, about the purpose of the research, its procedures, potential risks,
benefits, and alternatives so that the individuals understand this information and can make a
voluntary decision whether to enroll and continue to participate" (Emanel et al. 2000, p 2703).
A consent form was offered to the tutor and parents of our participants, given the fact that
they are minors. In the same way, the institution where the study was conducted was informed
about the research.
In addition, confidentiality was based on the principle of respect for autonomy
(Beauchamp & Childress 2001), and on the fact that individuals should have the right to
"maintain secrets deciding who knows about them" (Israel & Hay 2006, p 78).
In our study, confidentiality was crucial due the participants' age, and also to the fact that they
are teenagers, which will affect their participation, if they feel they are being exposed. To ensure
confidentiality we will not record the participants and we will not reveal their names or other
confidential data. Finally, at the end of the study, we provided the participants and the institution
with a fully copy of the research study and the findings.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 31
Unit of analysis
The unit of analysis for this research study was the students' voices in relation to oral
production, in terms of effective communication, which is understood as the correct use of
grammar and pronunciation that the participants have while communicating in the target
language.
Data Collection Techniques
During the implementation of this study we used different techniques, in the light of
Burns and Hood (1995), who provided us with a set of options, from where we selected:
Document collection, understood as several sets of documents relevant to the research
context. In our particular case, we collected, lesson plans, teacher's journals, classroom texts, and
assessment tasks. These techniques helped us to keep a track of what the students produced in
terms of oral skills, during the implementation of the present study.
Interviewing, as stated by McNamara (1999), may be useful as follow-up to certain
respondents to questionnaires, and further investigate their responses. The adoption of this
technique helped us to observe and analyze the participants' English level of proficiency and how
they used the target language. In addition, interviews were particularly useful to understand the
participant‟s experiences, due to the fact that they made easier for us to pursue in-depth
information around the topic. They were developed in a face-to-face manner, conducted as
planned and unplanned interactions, where it was sought to explore the students' opinions and
thoughts about the topics and tasks developed during the pedagogical implementation
Observation which was used to watch and note classroom events, happenings and
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 32
interactions. Through this technique, it was possible for us to analyze different situations that
emerged during the development of the pedagogical implementation, and that were key factors in
the collection of data.
Recordings, used to keep track of students' oral production, and also to record important
situations occurred in the research and pedagogical context, in order to examine, analyze and
interpret what emerge as relevant data for the study.
Figure 2. Data collection techniques
Instruments
In accordance with the techniques explained before, the instruments used to gather data
were carefully selected, in order to make possible for the researchers to collect the most
important event and situations which could possibly lead to answer the research question, stated
Data collection techniques
Freeman , D (1998)
Document collection
Interviews
Observation
Recordings
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 33
previously. Thereby, we focused on the use of the following instruments: oral electronic
portfolios, teachers' journals, transcriptions, and finally, audio and video recordings.
Oral electronic portfolios have been in use for some time, especially in teacher education
programs (Wilhelm et al., 2003). Early portfolios served as a means of providing a central
location or collection point for traditional paper files, videocassettes, etc., which means they
contain all the students' production coming from a task or the classroom itself. However, in the
current research study the main idea was compiling and analyzing the students' voices and
effective communication coming from a specific task. To do so, we planned a pedagogical
intervention developed for the period of six weeks, with a frequency of two days a week, during
the students' EFL class schedule.
At the beginning of each class, we would deliver an EFL lesson, applying Task Based
Approach with a communicative focus. The final task of each class was recorded in each student
oral portfolio. At the end of every week, we collected the recordings and analyzed them,
searching for relevant data, and also assessing the students' oral production, in order to provide
them with meaningful and significant feedback. Therefore, in the week following the previous
lesson, we would take some minutes of the class to give the students comments on their
performance, followed by a group debriefing where general feedback was provided, based on
data gathered from the oral electronic portfolios. Besides, some students were given the option to
share with the group the tasks developed during the previous lesson. In that way, all students had
an opportunity to use the target language to communicate with their classmates.
Teacher journals were used as an account of teaching/learning plans related to oral
production activities, and classroom occurrences, including feelings, reactions, reflections, and
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 34
observations, where the participants were protagonists. The journals were written at the end of
each class, using notes and comments gathered through the session.
Teacher journals were key instruments for this study because when seen as a reflective
practice, they create opportunities that help teachers to think about their practices, their students,
and the situations around them. This process often illuminates problems, misunderstandings, and
confusions and helps determine new growth, independence, and responsibility for learning
(Strong, Silver, and Perini 2001). (Annex 3)
Transcriptions of students‟ recordings, as Freeman (1998) points out, are understood as
written representation of verbal recordings, using conventions for identifying speakers and
indicating pauses, hesitation, overlaps or any necessary non-verbal information. In the present
study, they were additionally used in order to identify speakers' oral production in terms of
effective communication. We also used conventions and color coding to identify speakers' verbal
and non-verbal information, which gave us important information for the analysis of the students'
oral production while going through the interlanguage stage.
The transcriptions were made after listening to the recordings that the participants saved
in the oral electronic portfolios.
Audio and video recordings were also used because recordings of verbal interaction
occurred naturally within the EFL classes, and gave us the opportunity to access and examine the
data over and over. As Freeman (1998) states, “one of the advantages of gathering data with
video recording is the objective point of view”.
These recordings were made in audio and video formats to make possible not only to
listen but also to observe the class, in order to identify possible situations missed or left out,
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 35
during the observations and during the complexion of teacher journals. These recordings were
made during the development of each class, and were analyzed twice before writing the teacher
journals, in order to analyze important data that could have been left out.
Figure 3. Date collection instruments
Validity
Validity was seen as the degree to which qualitative date accurately size what, we as
researchers, try to measure. In the same way, for this particular study, validity represented how a
test measures what it is intended to measure. Thereby, we established trustworthiness by
addressing the credibility, transferability, dependability and confirmability of the findings.
In addition, we followed Maxwell's (1992) criteria for validity of qualitative research, in
which the author proposes five main concepts to apply: descriptive validity, interpretive validity,
concern for the participants' perspective, theoretical validity, generalizability, and evaluative
validity.
Moreover, the validity of the study was supported by Lincoln and Guba's (1985) criteria
for validity of qualitative research: credibility, transferability, dependability and confirmability.
Oral electronic portfolios Teacher journals
Transcriptions of recordings Audio and video recordings
Data collection instruments
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 36
Thus, we adopted the following strategies, in order to support validity in our study:
Data triangulation helped us to collect data from multiple sources, such as interviews,
questioners and others. As a result, the information obtained was more objective, which
prevented us from including personal bias in the study. We used member checking, in order to
include our participants in the analysis of the findings. To do so, we presented the information in
a group session, where all the participants were able to share their thoughts and opinions, as well
as to give us feedback on the preliminary and final findings. Collection of audio recordings to
corroborate and double check situations and events that were relevant for the study, and to find
pieces of information that otherwise, could have gone missing. Peer debriefing to ensure validity
on our study, so we met with our mentors, tutors, and other fellow researchers in order to
dialogue and discuss information regarding research decisions. This allowed us to have external
point of views, as well as third party thoughts on our study. And audit trail to keep a detailed
written account of all our research procedures.
Reliability
In this study, reliability was seen as the extent to which our research findings could be
replicated. In our particular case, the research findings can be reapplied due to the fact that
several public schools face very similar problematic situations. Therefore, to enhance the
reliability of our study, we adopted the following strategies: thick description, modal category
and multisite designs. Furthermore, in order to ensure reliability, we used the following
techniques:
The investigator’s position: understood as assumptions and theory behind the study,
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 37
participants selection, and social context from which data were collected. (LeCompte and
Preissle, 1993)
Triangulation: use of multiple methods of data collection and analysis.
Audit trail: description in detail about how data were collected, how categories were
derived, and how decisions were made throughout the inquiry.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 38
Chapter Four
Instructional Design
This chapter gives an account on how we implemented this project in a school in Bogotá
D.C., during our pedagogical experience. This instructional design was created, in order to give a
complete illustration of our visions of language, learning and classroom. Additionally we
included the question and the objectives which addressed our work, and finally we explained the
methodology and the instructional unit.
To start, as it has been described before, we applied a learners' needs analysis, which
revealed that ninth graders at this school were not provided with opportunities to speak in the
target language during the EFL classes. Thereby, this resulted in a low proficiency regarding the
students´ ability to speak effectively using English language. In addition, we observed that the
classes were focused on writing and grammar activities, but there were no chances for the
learners to shape their oral production. As a consequence, the students had serious difficulties
when asked to give an opinion or participate in a discussion.
As it is known, speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997).
Speakers must be able to anticipate and then produce the expected patterns of specific discourse
situations. They must also manage discrete elements such as turn-taking, rephrasing, providing
feedback, or redirecting (Burns & Joyce, 1997). Furthermore, learners in, an English as a foreign
language (EFL) classroom, should get as many speaking opportunities as possible, and their
speaking time should slowly but steadily rise so as to prepare them for various communicative
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 39
situations. The needs analysis also revealed that these opportunities are never given within the
EFL classroom at the school.
As teachers and agents of change, we implemented our study in order to help the students
to improve the difficulties they had while communicating in the target language.
Vision of Learning
It is well known that language learning is a mental process which cannot be observed in
any direct or tangible manner. It is possible to observe the teaching procedures and learning
activities, but not the process of learning itself. This situation involves consequences for the main
participants of the learning process: teachers and learners (Tudor 2001).
It is not a secret that teaching is a goal-oriented activity, and the goal is to create conditions
which help students to develop the ability to use a language effectively, thus everything related to
this activity (materials, activities, interaction, etc) has the purpose of support effective learning.
The present pedagogical intervention observes learning from the experiential vision,
developed by Tudor (2001). Let us begin by stating that it can be seen as learning by doing, and
it is related to the naturalistic form of learning. It entails at least two main factors; the first one is
the exposure to the target language as well as the exposure to fairly substantial amounts of input
in the language. The second is the use of language for communicative purposes. In few words, it
revolves around direct experience of the target language for communicative purposes, as a basis
for learning.
This type of learning vision rests on five main principles, which are described as it
follows:
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 40
Message focus points that language learning activities should focus primarily on the
processing and communication of messages, by promoting message conveyance and
communicative practice as effective means of stimulating the learning process. Some common
activities in this principle are role-play and simulation, which demand the student to assume
certain communicative role and to use language in conformity with the interactive or functional
criteria established by the role in question. Message focus is probably the most important single
feature of an experiential view of learning because it asks learners to use the language to achieve
goals or to share insights, as opposed to presenting the language as an object of study in its own
right.
Holistic practice involves the simultaneous manipulation of a variety of communicative
parameters and levels of linguistic information, which reflects a multi-dimensional nature of
normal communication. The centre point of learning is thus, the ideas which are to be conveyed
or the task to be performed.
The use of authentic materials asks for the use of contextualized materials which could be
interpreted also as the use of real language. Krashen (1985) and Krashen and Terrel (1983)
emphasize the importance of authentic input in language learning, pointing to the role which
input plays both in child language acquisition and in naturalistic learning.
The development of communication strategies aims to focus students' attention on
message content, to help them to find themselves having to discuss messages within their
existing knowledge of the language. This calls for the use of strategies by which learners can
make the most of their existing resources.
The use of collaborative modes of learning involves collaboration among learners
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 41
towards a shared goal. For instance, it uses drama production projects, which help the
learners to maintain the interaction with others and also creates conditions in which
productive learning conditions are likely to arise.
In addition, it is important to take into account the experience in context, given the fact
that what constitutes a personally meaningful "experience" of the language, depends on various
aspects of context, of which the learners' habitual modes of study, also on their contact with
attitudes to the target language and on their individual goals, among others.
Vision of Language
For the present pedagogical intervention, language was seen from a functional
perspective, in which Tudor (2001) states that "...language learners are social actors whose
learning goals are defined by the contexts in which they will be required to use the language and
the messages they wish to convey in these contexts".
Given the results revealed after conducting a needs analysis in the school where the
project was developed, it was found that students had serious difficulties when speaking in the
target language. This situation unveiled a failure in the communicative competence in which
Hymes (1972), places language within its social context as a means by which speakers in a
community express concepts, values and perceptions that have a specific meaning to them as
members of a speech community. That notwithstanding, was not reflected in the speech acts
performed by our population, therefore, we have assumed language from a functional perspective,
in which we sought to establish a pedagogical intervention that will enable learners to operate
effectively within the relevant speech community.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 42
At the same respect Tudor (2001) mentions that, "The basic assumption in
Communicative Language Teaching (CLT) is that students are learning a language in order to be
in position to do something in or with this language." Regarding this statement, it was found that,
despite students at this school were learning English as a foreign language, they were not in
position of using the language, and what is more, they were not able to use it in any specific
context, when it comes to use the oral competence.
Regarding the described situation, the adoption of language from functional perspective
was necessary and pertinent for these courses. As Tudor (2001) points out, language is a means
of accomplishing a number of pragmatic goals. Therefore, our course focused on the skills and
functions which were more likely to be used by learners, in the target language.
In order to develop the final project for this pedagogical implementation, the main target
skill was speaking, although components of reading, writing and listening were included as well.
On this basis, the target skill was developed and assessed in terms of a number of communicative
functions such as greeting and introducing simple ideas, asking and answering basic questions,
expressing thoughts and wishes in non-complex ways, describing by means of easy sentences,
among others. Elements of vocabulary, grammar, and phonology were certainly included, in
order to support and facilitate the use of the language, and therefore the strengthening of the oral
production.
To support the ideas above, it is important to mention that Tudor (2001) also affirms "The
functional perspective on language and its expression in language teaching has a high degree of
both intuitive plausibility and face validity. For many language learners, the language is first and
foremost a means of achieving certain functional goals, e.g. reading specialist material, settling
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 43
in to a foreign country, or performing professional tasks such as answering the phone or
providing information to customers". In regard to this statement, we found that the vision of
language from a functional perspective is highly suitable for the purposes of the present
pedagogical intervention, given the fact that in the Colombian context, English is taught as a
foreign language.
As a result of that, learners use English not as a tool to communicate in daily life, but as a
tool to perform only specific tasks regarding the language. For instance, reading an academic text,
playing a video game, or understanding a song, in the target language. In addition, English is
taught most of the time, as part of the curriculum of the schools with no apparent meaningful
purpose for the students, thus it has little relevance for the learners and thereby, leads to a lack of
interesting in mastering the language.
Within our pedagogical implementation, we sought to fill the classes with a meaningful
purpose for the students, so the learning process became appealing and interesting for them. To
do so, we implemented activities developed from a functional perspective of the language. We
created a learning atmosphere in which students felt willing to engage in the target language (TL)
activities, with genuine personal involvement, propitiated by a functional use of the language
which contained a high degree of reality, in the students' minds. They were required to talk about
their professional choice for their future life, using language elements of grammar, vocabulary
and phonology, given during the development of the course.
Furthermore, Tudor (2001) asserts that "the pedagogical response developed in
mainstream CLT involves the practice of communicative oriented activities which are intended to
bring the language and students' likely uses of it alive in the classroom". Considerations of this
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 44
nature are what support the connection we established between the communicative function of
the language and contents with real life components, for the present course.
Finally, and perhaps the most significantly reason why we used language from a
functional perspective, was due to our vision of language as a means of communication, rather
than a linguistic system. As a result of this perspective, we view the English as a Foreign
Language (EFL) classroom, as a communicative classroom. This vision will be immediately
discussed in the next paragraph.
Vision of Classroom
Regarding our vision of classroom, we adopted the communicative classroom, proposed
by Tudor 2001, in which the author presents the language classroom as a place of communication
where the target language is used as an instrument of learning, turning the classroom into a place
of communication and a comfortable setting to develop communicatively-based learning.
In addition, Tudor (2001) states that the goal of classroom for communication, is to make
the classroom a meaningful training environment for real world communication. As a
consequence, we adopted the communicative potential in the classroom, to transform the
learning setting into a classroom for communication which observes the classroom as
communication itself. This allowed the researchers to reinforce the link between the classroom
learning and the real contexts where students are required to use the language.
At the same respect, Tudor (2001) holds that the classroom needs to be seen as a 'social
as well as pedagogical reality'. Meaning that while the formal function of the classroom is
pedagogical, 'the way in which this role is understood and defined is influenced by a variety of
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 45
social agents'. Within this perception, the classroom is designed to create a condition where
students can improve their ability in learning the target language, to use it for real
communication. Thereby, communication is not something that happens in the outer world, but
also a process which occurs in the social environment, which we call classroom (Tudor 2001).
Approach
In Task-Based approach, learning is developed through performing a series of activities
as steps towards successful task realization. By working towards task realization, the language is
used immediately in the real-world context of the learner, making learning authentic. This
approach puts the task to be completed during the language learning process. According to Willis
(1996), a task is “an activity where the target language is used by the learner for a communicative
purpose (goal) in order to achieve an outcome."
In here, problems are given to learners to be solved using the target language as a task to
be completed individually or collaboratively. The teacher facilitates the language needed to
succeed the task. In this case traditional teacher-centered approach is thrown away since this
approach will let the learners to be active in seeking the appropriate forms and in.
It offers an alternative for language teachers. In a task-based lesson the teacher doesn't
pre-determine what language will be studied, the lesson is based around the completion of a
central task and the language studied is determined by what happens as the students complete it.
The lesson follows certain stages.
Pre-task
The teacher introduces the topic and gives the students clear instructions on what they
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 46
will have to do at the task stage and might help the students to recall some language that may be
useful for the task. The pre-task stage can also often include playing a recording of people doing
the task. This gives the students a clear model of what will be expected of them. The students can
take notes and spend time preparing for the task.
Task Cycle
During the task phase, the students perform the task, typically in small groups, although
this is dependent on the type of activity. And unless the teacher plays a particular role in the task,
then the teacher’s role is typically limited to one of an observer or counselor—thus the reason for
it being a more student-centered methodology.
Planning
Having completed the task, the students prepare either a written or oral report to present
to the class. The instructor takes questions and otherwise simply monitors the students.
Report
The students then present this information to the rest of the class. Here the teacher may
provide written or oral feedback, as appropriate, and the students observing may do the same.
Methodology
This instructional design was elaborated to help the participants, to improve their
speaking skills, therefore to communicate effectively in the target language. To do so, the
researchers implemented oral e-portfolios, based on a Task-based approach, combined with
elements of Communicative Language Teaching (CLT), which supported the development of the
speaking skill. In order to make the course more meaningful and appealing for the students, it
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 47
was designed based on a series of mini projects which lead to a final project, about the
professional career choice that the students made for their own lives.
As it is known, Communicative language teaching is an approach that emphasizes
interaction as both the means and the ultimate goal of study. That was the reason why it was
selected as the basis for the theory of teaching in the current research.
Additionally, this approach makes use of real-life situations that require communication.
In it, the teacher sets up a situation that students are likely to encounter in real life. Unlike the
audio-lingual method of language teaching, which relies on repetition and drills, the
communicative approach motivates students by leaving them in suspense as to the outcome of a
class exercise, which will vary according to their reactions and responses. The real-life
simulations vary from day to day. Students' motivation to learn comes from their desire to
communicate in meaningful ways about meaningful topics.
Margie S. Berns, an expert in the field of communicative language teaching, states that
"language is interaction; it is interpersonal activity and has a clear relationship with society" In
this regard, language study has to look at the use (function) of language in context, both its
linguistic context (what is uttered before and after a given piece of discourse) and its social, or
situational, context (who is speaking, what their social roles are, why they have come together to
speak)" (Berns, 1984).
Richards (2006), also makes important contributions regarding Communicative language
teaching. He states that communicative competence includes the following aspects of language
knowledge:
• Knowing how to use a language for a range of different purposes and functions.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 48
• Knowing how to vary our use of language depending on the setting and the participants
within the communicative situation.
• Knowing how to produce and understand different kinds of text, such as, narratives,
interviews and reports, among others.
• Knowing how to maintain communication by implementing different communicative
strategies, when there are limitations in one's language.
CLT is usually characterized as a broad approach to teaching, rather than as a teaching
method with a clearly defined set of classroom practices. As such, it is most often defined as a
list of general principles or features. One of the most recognized of these lists is David Nunan’s
(1991) five features of CLT:
• An emphasis on learning to communicate through interaction in the target language.
• The introduction of authentic texts into the learning situation.
• The provision of opportunities for learners to focus, not only on language but also on the
learning process itself.
• An enhancement of the learner’s own personal experiences as important contributing
elements to classroom learning.
• An attempt to link classroom language learning with language activities outside the
classroom.
These five features are claimed by practitioners of CLT to show that they are very
interested in the needs and desires of their learners as well as the connection between the
language as it is taught in their class and as it used outside the classroom. In this light, any
teaching practice that helps students develop their communicative competence in an authentic
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 49
context is deemed an acceptable and beneficial form of instruction. Thus, in the classroom CLT
often takes the form of pair and group work requiring negotiation and cooperation between
learners, fluency-based activities that encourage learners to develop their confidence, role-plays
in which students practice and develop language functions, as well as judicious use of grammar
and pronunciation focused activities.
That is why, the role of the teacher in CLT is to facilitate the communication in the
classroom, and he also acts like an adviser and a guide. The role of the students is to be
communicators. They are actively engage in trying to make themselves understood and in
understanding others, and they are allowed to use the mother tongue, however, whenever
possible the target language should be used.
Communicative language teaching uses almost any activity that engages learners in
authentic, functional communication. Activities in which communication is involved, social
interaction activities, such as conversation and discussion sessions, dialogues and role plays, are
also used in CLT. It is important to mention that the materials used are authentic to native
speakers of the target language, e.g. newspaper, radio and television broadcast, menus, weather
forecast and timetables. For beginner students it is possible to use realia.
Language Focus
In focusing the language produced by students, the teachers will create two stages here,
they are:
Analysis
Here the focus returns to the teacher who reviews what happened in the task, in regards to
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 50
language. It may include language forms that the students were using, problems that students had,
and perhaps forms that need to be covered more or were not used enough.
Practice
The practice stage may be used to cover material mentioned by the teacher in the analysis
stage. It is an opportunity for the teacher to emphasize key language. Within the sections above,
learners will complete the task through preparation where in this case they will reduce their
troubled feeling in mind or anxiety. They have more time to think how to complete the task in
their best way. It is then expected that learners will not be nervous and full of tension in
performing their speaking ability.
Pedagogical Implementation
Teach-able Question:
How does the oral e-portfolios (OEPs) implementation help students to improve oral
production?
General Instructional Objective
To use OEPs as a tool to shape oral production.
Specific Instructional Objective:
To design and implement activities which promote the speaking skill development, through
the use of OEPs
In the next chart, we have included a description of the pedagogical activities developed
during the classes. They follow a sequence that guided the students in the construction of a final
project. Additionally, we have included an example of one of the lessons completed during this
pedagogical implementation. (Annex 4)
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 51
Table 2. Instructional unit
INSTRUCTIONAL UNIT
DATE ACTIVITY OBJECTIVE TASK HOMEWORK
First session A
September 9th
Introduction To understand the
goal of the project
as well as the
activities to be
developed.
Ask questions
related to the
introduction of
the project.
Read about
your five
favorite
professions,
and bring
information
about what you
read.
First session B
September 9th
Exploring the self To reflect about
personal
strengths,
weaknesses,
abilities and fears.
Share a
personal
reflection about
your own
strengths,
weaknesses,
abilities and
fears.
Second session
September 10th
I would like to
be ...
To choose the five
more appealing
professions for
you.
Present
information
about the five
professions you
chose.
Look for
information
about
advantages and
disadvantages
in three of the
five professions
you chose. Pick
your favorite
professions for
this task.
Third session
September 16th
Exploring
possibilities
To reduce the
possibilities from
five favorite
professions, to
three favorite
professions.
Talk about
advantages and
disadvantages
in three
favorite
professions.
Think about all
the professions
you have read
about and pick
your very
favorite one.
Then, think
about 10
reasons why
you chose the
profession as
your favorite
one.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 52
Fourth session
September 17th
Identifying my
favorite
profession.
To give reasons
about why you
picked the
profession.
Present reasons
supporting why
you picked the
profession.
Look for
information
about important
contributions to
humanity, made
by people in the
profession you
picked.
Fifth session
September 23rd
Inspiring actions
and people
To learn about
important
contributions to
humanity, made
by people in the
profession you
picked.
Share
information
about
important
people and
contributions
from the
profession you
picked, to
humanity.
Think about
what would
you like to
achieve in your
field.
Sixth session
September 24th
What I would
like to achieve
as…
To reflect about
what would you
like to achieve as
a professional, in
your field.
Describe what
would you like
to achieve as a
professional, in
your field.
Look for
information
about three
universities in
Colombia and
three around
the world,
which offer the
program (career
or profession)
you picked.
Seventh session
September 30th
Where will I
study?
To learn about
universities which
offer the chosen
program.
Present
information
about three
national and
three
international
universities
which offer the
program
(career or
profession) you
picked.
Look for
information
about three
scholarships
offered in
Colombia.
Bring
information
about the
requirements to
apply.
Eighth session
October 1st
National
scholarships
To learn about
scholarships
offered in
Share
information
about
Look for
information
about three
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 53
Colombia. scholarships
offered in
Colombia.
Describe the
requirements to
obtain a
scholarship.
scholarships
offered in other
countries,
different from
Colombia.
Bring
information
about the
requirements to
apply.
Ninth session
October 7th
International
scholarships
To learn about
scholarships
offered in the
world.
Share
information
about
scholarships
offered in other
countries,
different from
Colombia.
Describe the
requirements to
obtain a
scholarship.
Read all the
information
you gathered
about
scholarships
and think about
which one
would be more
convenient for
you.
Tenth session
October 8th
Applying to a
scholarship
To identify and
describe which
scholarship is
more suitable for
you.
Support the
reason why
you picked a
specific
scholarship, to
apply for.
Prepare your
final project.
Include all the
information
you gathered
through all the
sessions and
present a
speech about
the profession
you will pick
once you finish
high school.
Eleventh session
October 14th
Preparing the
final project
To give feedback
on preliminary
presentations of
the final project.
Present the
final project to
your teachers
Make
corrections and
adjust your
final project.
Twelfth session
October 15th
Presenting the
final project
To present the
final project.
Present the
final project to
the whole
class, in a
mini-fair.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 54
Assessment
For this current project, we created a special criteria chart, in which we evaluated
pronunciation, intonation, vocabulary, grammar, and use of ideas related to the topic, expressed
while recording the task. After listening to each portfolio, we would evaluate it based on the
criteria, and we would give students personal feedback on their main weaknesses, providing
them with ways to overcome those difficulties. We would also have a group session in which we
socialized the most recurrent difficulties of the students as a group, always keeping the errors in
an anonymous status.
It is important to mention that before recording each portfolio, we would present the
criteria and then, we would have the students go over the criteria chart, and ask questions about it,
to make sure they understand what we were evaluating in terms of oral production. Therefore,
the criteria chart was always printed in the students' native language to make sure the assessment
was fully understood. It was initially explained in the target language, but a second presentation
in Spanish was always done. An example of the criteria chart can be observed in annex 5
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 55
Chapter Five
Data Collection and Organization
This chapter presents an account of the data collection and organization we designed in
order to answer our research question and to achieve our objectives. Since our unit of analysis is
students' voices in relation to effective communication, we decided to collect data twice in a
weekly basis from September 9th until October 15th. Among the actions taken to collect data,
we planned to observe our students during each class, and to record teacher's journals which
were written at the end of each class. Besides, we interviewed students on 8 occasions, once per
week after the first class, starting from September 9th 2014, during 6 weeks. Also, we recorded
student's oral production by means of discussions, opinions and descriptions. The recordings
were kept in oral electronic portfolios which were well organized, classified and categorized.
The following chart illustrates the process we followed and the chronogram we designed
in order to collect relevant data for our study.
Table 3. Data collection schedule.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Dates Sept.
9th
Sept
.
10th
Sept.
16th
Sept.
17th
Sept.
23rd
Sept.
24th
Sept.
30th
Oct.
1st
Oct.
7th
Oct.
8th
Oct.
14th
Oct.
15th
Day 1 2
3 4 5 6 7 8 9 10 11 12
Observation X X X X X X X X X X X X
Interviews X X X X X
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 56
Data Interpretation
For this study we decided to analyze data based on the grounded theory, in the light of
contributions by Freeman (1998) Merriam (1998) and Glaser and Strauss (1967). Regarding
grounded theory, Freeman (1998) suggests that when working with a grounded analysis "you are
uncovering what might be on the data" (Freeman, 1998). In addition, the author points out that
this process requires a permanent analysis and interpretation of the data, and also, it implies a
mutual understanding of how the data and the researcher interact, by means of a reciprocal
dialogue between them.
We followed the elemental activities for data analysis, described by Freeman (1998). First
we named the categories by labeling the data collected. Since we worked with audio transcripts
of class discussions, we started by coding the turns by student and a number assigned to each
student. Also, we coded the transcripts according to topics discussed, using words that appeared
in the transcript. After naming the categories, we grouped the data by reassembling the names
we gave to parts of information, in order to collect them into categories. Followed by that, we
strengthened the structure created around the grouped data, by finding relationships in the
information. Furthermore, we identified patterns among the established categories which allowed
us to lay out the findings, and revealed the emerging whole of the interpretation.
In relation to Merriam‟s concepts about grounded theory (1998), we worked with the
Teacher
journals
X X X X X X X X X X X X
Audio
recordings
(OEPs)
X X X X X X X
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 57
statement which advises that “the analysis of the data must be done during the development of
the research; this stage must accompany the entire project instead of being a final stage of it”. In
the same way, we worked with Merriam's levels of analysis which are based in category
construction, concept that is related to grounded theory as well: "Categories and subcategories
(or properties) are most commonly constructed through the constant comparative method of data
analysis".
As a final point, we went back to Glaser and Strauss's Constant comparative method
(1967). We chose this method as the methodology to follow in the present study, due to the fact
that it was created as a means of developing grounded theory, which "consists of categories,
properties and hypothesis that are the conceptual links between and among the categories and
properties." Moreover, we compared constantly within and between levels of conceptualization.
Data Analysis
The following categories emerged while analyzing and contrasting the data from all
participants. These categories were established in order to answer our research question.
Table 4. Categories and subcategories.
Research Question Categories Sub- categories
Which types of language transfer
are revealed through the use of
Oral Electronic Portfolios
(OEP), in EFL ninth graders?
Phonological transfer
Pronunciation from L1 during
L2 speaking task.
Lexical transfer
Positive use of cognates
Negative use of cognates
Syntax transfer Overuse or omission of
articles:
Generalized absence of
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 58
pronouns
Word order and sentence
structure
Phonological transfer
The first category that emerged from the data analysis deals with the influence of the
sound system from L1 found during a L2 speaking task, which indicates that students are not
completely aware of the differences in the use of sounds from L1 to L2. Also, students were
prone to omit the pronunciation of some phonemes due to the fact they do not exist in the native
language. For this reason, and since there was a higher number of cases showing that
phenomenon, we decided to focus on the pronunciation that the learners transferred from their
L1.
Pronunciation from L1 during speaking tasks in L2.
The native language or L1 plays a significant role while learning the L2 or second
language. For this reason learners need to be aware of differences as well as the similarities.
In our study, participants took advantage of the similarities, which resulted in a better
performance during the use of the L2, however we had to advise them about taking into account
the differences, for them to be able to avoid negative transfer, which resulted in an inappropriate
use of the target language. For instance, the transfer made by the learners in this category was a
clear example of negative transfer, and it was seen as a very important aspect when giving
feedback to our students. In addition, since the participants were not fully aware of their
pronunciation, they transferred the sound system as shown in the following examples, resulting
in negative transfer.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 59
Example 1. (S1. OEP3. September 16th)
Example 2. (S7. OEP12. October 15th)
Example 3. (S6. OEP10. October 8th)
Example 4. (S1. OEP6. September 24th)
Lexical Transfer
Transfer is the influence of the learner´s native language in the second language
acquisition process. When the linguistic interference provides the learner with an accurate
sentence or an appropriate use of the L2, it is called positive transfer. However, if the learner
uses the L1 knowledge in the second language and this result in an error, this is a negative
transfer.
In this category, we describe positive and negative transfer in the lexical level. During the
data analysis, we found that cognates and false cognates are an example of how L1 interferes
with the second language acquisition, in our case English. Cognates, in linguistics, are words that
have a common etymological origin. Some cognates have different meaning due to the fact that
languages developed separately, creating what is known as 'false friends'. We have seen that our
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 60
students found English easy to learn, in some aspects, because they were able to recognize some
similarities with Spanish.
Furthermore, the benefits of recognizing cognates for our students were not the only
advantage that the students had while learning English. They also had more time to look for new
vocabulary. At the same time they felt more confident and motivated because they realized that
they could recognize some words they can use while learning and using English. Nevertheless,
they faced some disadvantages such as the use of false cognates or also called “false friends”.
The use of them resulted into negative transfer, where we as teachers needed to pay special
attention in order to help them to avoid these mistakes or errors.
Use of Cognates
Another common pattern we found was the constant use of similar words in both
languages. While students tried to communicate their ideas in an oral task, they borrowed words
from L1 in order to complete their ideas in the L2 structure. Saville-Troike (2006) describes this
process as Cross-linguistic influence which occurs in different aspects of the language such as
grammar, vocabulary or pronunciation. Therefore the Cross-linguistic influence or Transfer is
classified as Positive or Negative. Positive transfer which basically facilitates L2 learning due to
an L1 structure, word or rule which also work for L2, this means that the learner do not need to
incorporate a new concept in the L2 acquisition process, however we consider students need to
pay special attention because while using cognates during a speaking task most of the cognates
sound different in English thus this may result in a negative transfer.
Positive use of cognates.
Example 1. (S5. OEP2. September 9th)
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 61
Example 2. (S3. OEP12. October 15th)
Example 3. (S4. OEP7. September 30th)
Example 4. (S1. OEP4. September 17th)
In the previous examples, the words "animals", " university", " professional" and
"profession" , are cognates used in L1 and L2. Thus, we can see a positive transfer due to the fact
that they have the same meaning, even though the pronunciation and spelling are different in
some cases (Saville-Troike, 2006). During this speaking task the participants used the cognates
and at the same time they made a distinction between the pronunciation in L1 and eventually in
L2.
Negative use of cognates.
Example 1. (S2. OEP11. October 14th)
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 62
Line 3
Line 4
Line 2
Furthermore, we found another common pattern which is classified as Negative transfer.
The word "reality" from L2 and the word "realidad" from L1, according to the concept
developed by Saville-Troike (2006), are an example of negative transfer since they are spelled in
a different way. Despite having the same meaning for the person who is producing the sentence,
the receptor may have trouble understanding the message.
Example 2. (S4. OEP9. October 7th)
Example 3. (S4. OEP5. September 23rd)
Example 4. (S6. OEP1. September 9th)
For instance the word "future" used in line 1, the word "observation" in line 3, the word
"communication" in line 3, and the word "motivation" in line 4 are classified as inappropriate
transfer of L1 pronunciation to L2. Consequently, native speakers or L2 users can detect this
phenomenon as a “foreign accent” in a nonnative speaker‟s pronunciation; in fact this is the most
common and the most easily recognized aspect of L1 influence.
Line 1
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 63
Syntax Transfer
The last category that emerged in a strong way is related to the syntactic component of
the target language. The following set of examples was analyzed in the light of Ellis (1997).
Regarding Interlanguage, the author states that the grammar in the language learners is
transitional, meaning that their grammar change through time. Learners add and delete rules and
restructure the whole linguistic system, and as a result of that, Interlanguage emerges. In fewer
words, learners built different sets of mental grammar as they gradually increase the complexity
of their L2 knowledge. For instance, a learner may start his or her use of the target language
with a very easy, far from complex grammar structure: 'I learn'. Gradually, he or she will increase
the complexity of the sentences, incorporating the use of the verb in gerund or adjective forms: 'I
am learning', or 'This is the content to be learned'.
In the analysis of the gathered data, it was possible to observe how the native language of
the students exerted a strong influence over the L2 grammar that was being constructed by the
learners. However, as Cathy Benson (2002) indicates in her article on cross-linguistic
interference, linguistic transfer is not always negative. Occasionally, when the L1 and L2 share
similar structures, that transfer can speed up L2 acquisition and facilitate its use.
In addition, it is important to keep in mind that one of the most favorable influences that
the students' L1 has in the acquisition of the English language, is the characteristic of formality
in style, as well as other discursive and syntactic interlanguage features that were common to
almost all of the students‟ samples.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 64
Overuse or omission of articles
It is widely perceived that the English article system is a very challenging language
feature that is often hard to use in the appropriate way, by learners of English as a foreign or
second language. In fact some researchers go as far as considering them as hard grammar that is,
very difficult to teach or learn (Dulay, Burt & Krashen, 1982). Butler (2002) captures the
difficulty inherent to the acquisition of the English article system as follows: "Part of the
complexity can be attributed to the fact that the English article system does not consist of
one‐to‐one form and meaning relationships".
The participants in the present study had in common the overuse of definite and indefinite
articles with singular and plural nouns in the L2. Additionally, it was possible to detect that one
of the main difficulties was the use of definite articles with generic nouns, and the omission in
the use of indefinite articles. Most of the errors registered in the study were as follows:
Example 1. (S5. OEP8. October 1st)
Example 2. (S3. OEP2. September 10th)
Example 3. (S1. OEP12. October 15th)
Example 4. (S2. OEP6. September 24th)
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 65
Example 5. (S2. OEP6. September 24th)
As it was observed, negative transfer from L1 was highly manifested, due to the greater
differences between the two languages. This is because learners seem to be prone to overuse
definite articles in the first stages of article acquisition, without considering, whether or not the
hearer knows the referent of the noun phrase (Jarvis, 2002; Master, 1987).
Generalized absence of pronouns
The next sub category that emerged from the analyzed transcriptions showed that a vast
majority of the participants had a great difficulty when using pronouns within the sentence,
especially when using personal pronouns. This situation was evident due to the fact that the
learners in the study, were prone to omit the pronoun when it acts as the subject of the sentence
since this omission is correct in Spanish. In English language grammar, the personal pronoun
scheme is considered a closed system. As the name indicates, personal pronouns correspond to
specific people, animals or objects. They are not only used to substitute nouns, but also refer to a
specific individual or group (Quirk et al., 1985, 341-342).
Meisel (1980) found that Romance speakers, which includes the case of Spanish speakers,
dropped pronouns in their L2 more in the third than first person. And as a result of this situation,
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 66
negative transfer regarding pronouns, is evident in the next examples.
Example 1. (S1. OEP6. September 24th)
Example 2. (S5. OEP8. October 1st)
Example 3. (S6. OEP1. September 1st)
Example 4. (S4. OEP1. September 1st)
Word order and sentence structure
Finally, we found that a significant number of students had problems regarding the
syntactic structure of the English sentence, as a result of the language transfer from L 1, which in
most cases, makes the sentence difficult to understand. In the upcoming set of examples, it will
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 67
be evident that most of the mistakes are the product of the literal translation from the Spanish
syntax.
More specifically, the syntactic structure of the Spanish sentence is by far more flexible
that its counterpart in English. The latter is governed by a specific, invariable order:
"Subject+Verb+Complement", whereas the fact that Spanish is a Romance language, make it
more opened to different "combinations" without altering the meaning of the sentence.
Once again, there is evidence and counter evidence of transfer in studies related to word
order. Studies have focused on whether, for example, learners of a second language carry their
L1 pattern over into the L2. For instance, Towell and Hawkins (1994) allege that there is transfer
on all linguistic levels, including syntax.
In addition, Full Transfer/ Full Access Model (Schwartz & Sprouse 1994/96) claims that
L1 transfer plays a central role in the SLA, since the L1 grammar is supposed to be the initial
state of the L2 grammar. Then, when a learner uses elements from his L1 in his foreign or second
language (L2) is generally referred to as transfer. In fewer words: transfer means situations in
which properties from the mental grammar of the L1 are carried over into the mental grammar
learners construct for the L2 (Towell & Hawkins 1994:5). Thereby, in this case, mental grammar
refers to the linguistic knowledge represented in the speaker‟s mind. And in this specific study, it
is possible to observe the strong influence that the participants' L1 had on the acquisition of the
L2.
Example 1. (S2. OEP9. October 7th)
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 68
Example 2. (S6. OEP10. October 10th)
Example 3. (S5. OEP12. October 14th)
Example 4. (S3. OEP12. October 14th)
To summarize, the previous display of data excerpts, disclosed the most common types
of language transfer that were revealed through the use of oral electronic portfolios, by EFL
ninth graders. As it was observed, three main types of language transfer emerged, during the
development of oral tasks recorded in the electronic portfolios: phonological transfer, lexical
transfer and syntax transfer. Consequently, these results helped us to improve our teaching
practices, regarding the use and application of new and improved pedagogical strategies, which
lead to overcome some of the difficulties that the participants had at the beginning of the study.
Furthermore, the next section will present a deeper understanding of the findings and
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 69
results from this research study, as well as an interpretation of the analysis previously developed,
a general description of the research stages, and the conclusions to which the researchers arrived.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 70
Chapter Six
Findings and Conclusions
The following chapter presents what we concluded from the study, as well as a brief
account of how did the research emerged, what we aimed to achieve with the research, a short
discussion of the data collection process and the results, and contributions to the pedagogical
field.
This study emerged while implementing a pedagogical intervention in a public school
located in Bogota, D.C. After conducting a needs analysis, we found that the students were not
provided with enough opportunities to make use of the target language, in an oral communicative
way. The English classes took place in a language resource center (In Spanish: Centro de
Recurso de idiomas), which is part of a bilingual project, conducted by the Ministry of Education.
Unfortunately, the project was not well designed; therefore, the students spend the time to learn
English, in activities not related to the class.
Consequently, when we applied a proficiency test, it revealed that the learners had a very
low level regarding oral skills, and to make it worse, the test also showed that the influence of
the native language was particularly strong, causing the students to have difficulties while trying
to communicate in an effective way in the target language.
Thereby, we proposed the use of oral electronic portfolios, after observing and analyzing
the situation described in the paragraph above. For this reason, we decided to use this type of
portfolios, as an innovative and creative way to identify and describe which types of language
transfer are revealed through the use of the mentioned portfolios, in EFL ninth graders.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 71
Furthermore, we sought to help the students go through the interlanguage system, in a
more meaningful manner, and to achieve a higher oral competence in the target language.
After concluding the pedagogical implementation and the data collection, the information
was gathered in order to be analyzed in the light of the Grounded Theory proposed by Corbin
and Strauss (1990). As a result, three main categories (Phonological transfer, lexical transfer,
and syntax transfer) and six subcategories (Pronunciation from L1 during L2 speaking task,
positive use of cognates, negative use of cognates, overuse and omission of articles, generalized
absence of articles, and word order and sentence structure) revealed the language transfer in the
participants.
The first category evidenced the influence of the phonological system from the L1 that
was transferred into speaking tasks in the L2, indicating that the participants were not completely
aware of the differences in the sounds between the two languages. As a result, they failed to
include phonemes that do not exist in the Spanish alphabet. Moreover, the second category
showed the influence that the learners' lexical system from L1 had on the L2, by evidencing
positive and negative transfer through the use of cognates. Lastly, the third category revealed the
strong presence of grammar transferred from the L1 into the L2, especially when the participants
attempted to use articles and pronouns which rules of use differ substantially in both languages.
In the same way, syntax transfer was evident in the aspects related to word order and sentence
structure. Consequently, the collected samples revealed the presence of translation word by word
from the L1, which resulted in the alteration on the syntax of the sentence.
In the final analysis, the use of Oral Electronic Portfolios provided teachers and students
with a several number of advantages over other more traditional types of assessment. On the one
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 72
hand, during the research study we realized how Oral E-portfolios help teachers to develop a
meaningful task during the English class. Furthermore, it is an innovative way to help the
learners to improve their oral production, thanks to the feedback process involved in them.
Besides, they are easy to store, to access, and to transport. On the other hand, as we
conclude during the pedagogical intervention and the analysis of the data, students were greatly
motivated to use and create an electronic portfolio due to the fact they had the opportunity to
speak without being heard by their classmates which was a fear they faced during a normal
speaking task.
Additionally, they felt motivated by the idea of giving a reflective perspective about their
plans related with their education after finishing high school. Regarding our research question we
found out how the OEPs helped us to evidence language transfer in the learners and at the same
time how OEPs can help them to be aware of the interlanguage system in order to shape their
oral production and have a successful communication.
All things considered, it is important not to forget the importance of studying the
interlanguage system in the learners, seen as an instrument for teachers to foster the acquisition
of the second language. Keeping in mind that transfer can be positive or negative, teachers can
capitalize on similarities between the native language and the target language, and take
advantage of such, to work on favor of the students' learning process.
Another key point is the development of awareness-rising in the students, which can
result from the process of observation and analysis of the interlanguage. Teachers might make
use of the language transfer at the syntactic level, by illustrating particular elements and
anticipating specific errors, regarding transfer from L1 into L2. By determining the difficulties
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 73
that appear while communicating in the target language, it might be possible to design and
implement new pedagogical strategies for the improvement of those errors. Moreover, this can
contribute not only to the improvement of the communicative competence in the students, but
also to the strengthening of all the language skills.
On a final account, the recognition of the different language transfer situations can
improve the way in which the lessons are structured, in order to focus on the weak points and
also to guide the learners towards the recognition of the unique linguistic characteristics of each
language, enabling the students to use the target language in a proper way.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 74
Chapter Seven
Limitations and Further Research
This chapter presents the limitations we faced during the research process along with the
pedagogical implementation as well as the further research. In the first place we would like to
point out the limitations we went through during this study. One of the main limitations has to
deal with the amount of English classes students have during the week. In order to be able to
acquire a second language, learners need to be exposed to longer periods of time with the
language. Henceforth the Ministry of Education provided the public schools with the language
resource center (in Spanish: Centro de Recurso de Idiomas), with the purpose of creating more
opportunities for the students to practice the target language. However, during the
implementation of the needs analysis we found out the sources were basically useless since there
was not a proper connection between the activities, for this reason students were just spending
time doing some other isolated tasks.
Secondly after we started the study, we were moved from one school to another which
caused a big problem for our study. However we decided to keep working on the study since we
were motivated and by that time we were advanced in the research process. Hence we conducted
our study despite of the situation which affected the time we needed to divide between the two
schools.
Last but not least, the lack of modern multimedia technology was another limitation for
the study. The school where the research was carried out lacks technological interactive materials
which boost and improve the language acquisition process. Since the school does not provide the
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 75
language teachers with multimedia resources, we had to use our own supplies and devices, in
order to carry out the study, and to improve the quality of the English lessons during the
pedagogical implementation,
Regarding further studies, we realized that interlanguage is an important part of the
second language acquisition process. Language teachers need to help students to overcome this
stage in a successful way, avoiding students' frustration while acquiring the language.
Consequently, if students are guided and provided with the right feedback from their process,
they will have a significant progress during the lessons.
In order to achieve this purpose we consider as a further research the "Error Analysis".
We conceive students' errors as an important part of the acquisition process. Thereupon, teachers
can identify which are the students' strategies while acquiring the target language. Additionally,
the reason why they fall into the errors, and at the same time find out the common difficulties
that students face. Thus, teachers can design proper materials, teaching proposals and activities,
in order to fulfill students' needs.
Furthermore, it is important to analyze in a deeper way, the phonological transfer and the
aspects that can affect learners' development and language acquisition such as omission,
including morphological omission and syntactical omission, but taking into account the context
of the participants and the native language. Since in this research we worked with Spanish as the
L1, there must be different characteristics in other languages.
Equally important is the deeper study of the relation between interlanguage and learning
strategies. The former one is the result of five essential cognitive processes specific to L2
acquisition: language transfer, transfer of training, strategies of learning an L2, strategies of
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 76
communication in L2 and overgeneralization of linguistic material.
Language learning strategies seemed to be vital elements to this theory, which proposes
that interlanguage changes through time as the result of different strategies that students create to
understand the language input that they receive and to control the output which they are required
to produce. Consequently, various elements of the interlanguage could be the result of each
learner‟ specific way to internalize the language material to be learned, for instance, their own
selection of learning strategies.
During the development of our study, we realized that all the students used different
strategies to succeed in the communicative competence, but not all of them were aware of the
strategies being used. Therefore, it would be meaningful for further research, to go deeper on the
analysis of those strategies, in order to understand how they affect the interlanguage system.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 77
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A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 80
Annexes
Annex 1
Consent letter.
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 81
Annex 2
Sampling interval chart.
N° STUDENT
1 JOHANNA
2 DANIELA
3 ALEXANDRA
4 ESTER
5 JULIANA
6 JUANA
7 LEONOR
8 FERNANDA
9 ESTEFANIA
10 LUISA
11 ANDREA
12 ESTRELLA
13 DANIELA1
14 NICOL
15 ANDREA
16 ANTONIA
17 ANA
18 MARIA
19 JENNY
20 DAYANNA
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 82
Annex 3
Teacher journals.
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A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 84
Annex 4
Lesson plan.
Presentation
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 85
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 86
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 87
Annex 5
Assessment chart.
NOMBRE: FECHA:
CRITERIOS DE EVALUACIÓN NECESITA
MEJORAR
BUENO
EXCELENTE
Función Comunicativa, Gramática y Vocabulario
Discuto y analizo como tomar decisiones sobre carreras profesionales
académicas usando verbos modales para dar sugerencias.
Función Comunicativa, Gramática y Vocabulario
Hablo sobre como planeo mi futura carrera profesional. Incluyo el uso de
pronombres indefinidos y vocabulario sobre elección de carreras.
Pronunciación
El estudiante pronuncia y hace énfasis en la entonación ascendente al hacer
preguntas cerradas y en la entonación descendente al hacer preguntas abiertas.
Desempeño durante las actividades (tasks)
El estudiante entiende y sigue las instrucciones de las actividades (tasks).
Logra los objetivos y muestra interés por interactuar y cooperar con sus
compañeros para realizar las actividades (tasks).
Comunicación (general)
El estudiante se muestra seguro al hablar en inglés, se comunica de manera
espontanea y natural de acuerdo al curso en el que se encuentra. Utiliza inglés satisfactoriamente para hacerse entender o entender a sus compañeros.
Cuando no sabe el vocabulario, busca maneras de hacerse entender por medio
de sinónimos, antónimos, definiciones, ejemplos, etc. Participa activamente y trata de hablar en inglés todo el tiempo.
COMENTARIOS
DEL
PROFESOR
COMENTARIOS
DEL
ESTUDIANTE
A Study of Language Transfer Through Oral Electronic Portfolios in EFL Students 88
Annex 6
Color coding.
Criteria.
Different pronunciation but similar word
Pronounce words in a shorter way (missing sounds)
Repeated words
English word but Spanish pronunciation
Grammatical structure from L1
Spanish word