Research Results
4.1 Presentation of Quantitative Data
4.1.1 Research Question 1: What are secondary level students’
perceptions towards the use of translanguaging in English language classrooms?
Concerning the first research question, the descriptive statistics of the use of translanguaging of three different grades students were calculated. The mean values and standard deviations of the evaluations of each item were showed in three tables later. To present Thai students‘ perceptions toward the use of translanguaging, the researcher presented an overall table that showed the whole mean values and standard deviations of grade 7, grade 8 and grade 9 students. Table 4.2 showed the perceptions of three grades students.
Table 4.2 Descriptive Statistics of Grade 7, 8, 9 Students (N=363)
Item Mean S.D. Degree
1. I use native language (L1) in English classroom. 3.26 1.07 Neutral 2. I use native language (L1) to discuss content or
activities in small groups.
3.66 0.97 Positive 3. I use native language (L1) to provide assistance to
peers during activities.
4.13 0.77 Positive 4. I use native language (L1) to brainstorm during
class activities.
4.01 0.81 Positive
Table 4.2 Descriptive Statistics of Grade 7, 8, 9 Students (N=363) (Cont.)
Item Mean S.D. Degree
5. I use native language (L1) to explain problems not related to content.
3.65 1.09 Positive 6. I use native language (L1) to help me to understand
teacher‘s instruction.
3.78 1.02 Positive 7. I use native language (L1) to respond to teacher‘s
question.
2.62 1.20 Neutral 8. I use native language (L1) to ask permission from
teacher.
2.68 1.23 Neutral 9. It will be useful for me to use native language (L1)
alongside English.
3.90 1.05 Positive 10. It is important to use native language (L1) for
discussing content or activities in small groups.
3.96 0.85 Positive 11. It is important to use native language (L1) for
providing assistance to peers during activities.
4.12 0.69 Positive 12. It is important to use native language (L1) for
brainstorming during class activities.
3.92 0.78 Positive 13. It is important to use native language (L1) for
explaining problems.
3.86 0.91 Positive 14. It is important to use native language (L1) for
translating for a lower proficiency student.
4.21 0.83 Positive 15. It is important to use native language (L1) for
responding to teacher‘s question.
2.98 1.13 Neutral 16. It is important to use native language (L1) for
asking permission from teacher.
3.04 1.15 Neutral
Summary 3.61 0.97 Positive
The table above showed that secondary level students held positive perceptions towards the use of translanguaging in English classrooms since the summary of its mean score value was 3.61, with a 0.97 standard deviation. However, respondents also held neutral perceptions towards some specific items such as item one ―use native language (L1) in English classroom‖, item seven, ―use native language (L1) to respond to teacher‘s question‖, item eight ―use native language (L1) to ask permission from teacher‖, item fifteen ―important to use native language (L1) for responding to teacher‘s question‖, item sixteen ―important to use native language (L1) for asking permission from teacher‖ acquiring the mean values of 3.26 (SD=1.07), 2.62 (SD=1.20), 2.68 (SD=1.23), 2.98 (SD=1.13) and 3.04 (SD=1.15) respectively. The mean scores were in the range of positive scores for the remaining items.
To explore different grade students‘ perceptions towards the use of translanguaging, the following tables were presented to show the mean values and standard deviations of three different grades.
Table 4.3 showedthe perceptions of Grade 7 students.
Table 4.3 Descriptive Statistics of Grade 7 Students (N=116)
Item Mean S.D. Degree
1. I use native language (L1) in English classroom. 3.49 0.92 Neutral 2. I use native language (L1) to discuss content or
activities in small groups.
3.82 0.88 Positive 3. I use native language (L1) to provide assistance
to peers during activities.
4.16 0.76 Positive 4. I use native language (L1) to brainstorm during
class activities.
4.07 0.74 Positive
Table 4.3 Descriptive Statistics of Grade 7 Students (N=116) (Cont.)
Item Mean S.D. Degree
5. I use native language (L1) to explain problems not related to content.
3.78 1.00 Positive 6. I use native language (L1) to help me to
understand teacher‘s instruction.
4.02 0.93 Positive 7. I use native language (L1) to respond to
teacher‘s question.
2.91 1.12 Neutral 8. I use native language (L1) to ask permission
from teacher.
2.97 1.18 Neutral 9. It will be useful for me to use native language
(L1) alongside English.
4.13 0.95 Positive 10. It is important to use native language (L1) for
discussing content or activities in small groups.
4.03 0.81 Positive 11. It is important to use native language (L1) for
providing assistance to peers during activities.
4.18 0.64 Positive 12. It is important to use native language (L1) for
brainstorming during class activities.
3.93 0.79 Positive 13. It is important to use native language (L1) for
explaining problems.
4.01 0.85 Positive 14. It is important to use native language (L1) for
translating for a lower proficiency student.
4.31 0.88 Positive 15. It is important to use native language (L1) for
responding to teacher‘s question.
3.21 1.04 Neutral 16. It is important to use native language (L1) for
asking permission from teacher.
3.34 1.05 Neutral
Summary 3.77 0.91 Positive
As Table 4.3 showed, the overall mean score value was 3.77, and the standard deviation was 0.91, which showed Grade 7 students‘ positive perceptions toward the use of translanguaging in the English classrooms. Most items reflected Grade 7 students‘ positive perceptions within the good scores. However, there were still five items that got the neutral perceptions from the respondents: item one, ―use native language (L1) in English classroom‖ with a mean value of 3.49 (SD=0.92), item seven ―use native language (L1) to respond to teacher‘s question‖ with a mean value of 2.91 (SD=1.12), item eight ―use native language (L1) to ask permission from teacher‖ with a mean value of 2.97 (SD=1.18), item fifteen ―important to use native language (L1) for responding to teacher‘s question‖ with a mean value of 3.21 (SD=1.04), item sixteen ―important to use native language (L1) for asking permission from teacher‖ with a mean value of 3.34 (SD=1.05).
Table 4.4 presented the statistical data of Grade 8 students.
Table 4.4 Descriptive Statistics of Grade 8 Students (N=124)
Item Mean S.D. Degree
1. I use native language (L1) in English classroom.
3.31 1.08 Neutral 2. I use native language (L1) to discuss content or
activities in small groups.
3.76 0.90 Positive 3. I use native language (L1) to provide assistance
to peers during activities.
4.21 0.63 Positive 4. I use native language (L1) to brainstorm during
class activities.
4.08 0.68 Positive 5. I use native language (L1) to explain problems
not related to content.
3.69 0.97 Positive
Table 4.4 Descriptive Statistics of Grade 8 Students (N=124) (Cont.)
Item Mean S.D. Degree
6. I use native language (L1) to help me to understand teacher‘s instruction.
3.66 1.02 Positive 7. I use native language (L1) to respond to
teacher‘s question.
2.73 1.14 Neutral 8. I use native language (L1) to ask permission
from teacher.
2.85 1.19 Neutral 9. It will be useful for me to use native language
(L1) alongside English.
3.81 1.01 Positive 10. It is important to use native language (L1) for
discussing content or activities in small groups.
4.01 0.86 Positive 11. It is important to use native language (L1) for
providing assistance to peers during activities.
4.19 0.64 Positive 12. It is important to use native language (L1) for
brainstorming during class activities.
3.94 0.73 Positive 13. It is important to use native language (L1) for
explaining problems.
3.88 0.89 Positive 14. It is important to use native language (L1) for
translating for a lower proficiency student.
4.20 0.79 Positive 15. It is important to use native language (L1) for
responding to teacher‘s question.
3.05 1.10 Neutral 16. It is important to use native language (L1) for
asking permission from teacher.
3.08 1.11 Neutral
Summary 3.65 0.92 Positive
From Table 4.4, for Grade 8 students, the total mean score was 3.65 (SD=0.95), which revealed their positive perceptions towards the use of
translanguaging in English classrooms. However, the respondents also displayed their neutral perceptions towards following items: item one, ―use native language (L1) in English classroom‖ with a mean score of 3.31 (SD=1.08), item seven ―use native language (L1) to respond to teacher‘s question‖ with a mean value of 2.73 (SD=1.14), item eight ―use native language (L1) to ask permission from teacher‖
with a mean value of 2.85 (SD=1.19), item fifteen ―important to use native language (L1) for responding to teacher‘s question‖ with a mean value of 3.05 (SD=1.10), item sixteen ―important to use native language (L1) for asking permission from teacher‖ with a mean value of 3.08 (SD=1.11), which were similar with Grade 7 students‘ perceptions.
Table 4.5 illustrated the descriptive statistics of Grade 9 students.
Table 4.5 Descriptive Statistics of Grade 9 Students (N=123)
Item Mean S.D. Degree
1. I use native language (L1) in English classroom. 2.98 1.14 Neutral 2. I use native language (L1) to discuss content or
activities in small groups.
3.42 1.08 Neutral 3. I use native language (L1) to provide assistance to
peers during activities.
4.02 0.90 Positive 4. I use native language (L1) to brainstorm during
class activities.
3.88 0.96 Positive 5. I use native language (L1) to explain problems not
related to content.
3.46 1.25 Neutral 6. I use native language (L1) to help me to
understand teacher‘s instruction.
3.68 1.06 Positive 7. I use native language (L1) to respond to teacher‘s
question.
2.23 1.23 Neutral
Table 4.5 Descriptive Statistics of Grade 9 Students (N=123) (Cont.)
Item Mean S.D. Degree
8. I use native language (L1) to ask permission from teacher.
2.22 1.20 Neutral 9. It will be useful for me to use native language
(L1) alongside English.
3.78 1.15 Positive 10. It is important to use native language (L1) for
discussing content or activities in small groups.
3.85 0.87 Positive 11. It is important to use native language (L1) for
providing assistance to peers during activities.
4.00 0.76 Positive 12. It is important to use native language (L1) for
brainstorming during class activities.
3.88 0.83 Positive 13. It is important to use native language (L1) for
explaining problems.
3.69 0.96 Positive 14. It is important to use native language (L1) for
translating for a lower proficiency student.
4.12 0.83 Positive 15. It is important to use native language (L1) for
responding to teacher‘s question.
2.68 1.18 Neutral 16. It is important to use native language (L1) for
asking permission from teacher.
2.71 1.21 Neutral
Summary 3.41 1.03 Neutral
From Table 4.5, although the mean score of Grade 9 students was 3.41 (SD=1.03), which was nearly close to 3.50, it indicated the neutral perceptions of respondents. Nevertheless, there were still nine items got positive perceptions from the respondents: item three ―use native language (L1) to provide assistance to peers during activities‖, item four ―use native language (L1) to brainstorm during class activities‖, item six ―use native language (L1) to help me to understand teacher‘s
instruction‖, item nine ―useful for me to use native language (L1) alongside English‖, item ten ―important to use native language (L1) for discussing content or activities in small groups‖, item eleven ―important to use native language (L1) for providing assistance to peers during activities‖, item twelve ―important to use native language (L1) for brainstorming during class activities‖, item thirteen ―important to use native language (L1) for explaining problems‖ and item fourteen ―important to use native language (L1) for translating for a lower proficiency student‖ receiving the mean values of 4.02 (SD=0.90), 3.88 (SD=0.96), 3.68 (SD=1.06), 3.78 (SD=1.15), 3.85 (SD=0.87),4.00 (SD=0.76), 3.88 (SD=0.83), 3.69 (SD=0.96), 4.12 (SD=0.83).
Table 4.6 demonstrated the overall mean scores, standard deviations and One-way ANOVA analysis of the three different grades.
Table 4.6 The One-way ANOVA analysis of grade and students‘ perceptions towards the use of translanguaging in English classroom (N=363)
Item
Grade 7 (N=116)
Grade 8 (N=124)
Grade 9 (N=123)
F P
M S.D. M S.D. M S.D.
1. I use native language (L1) in English classroom.
3.49 0.92 3.31 1.08 2.98 1.14 7.19 0.001**
2. I use native language (L1) to discuss content or activities in small groups.
3.82 0.88 3.76 0.9 3.42 1.08 6.30 0.002**
3. I use native language (L1) to provide assistance to peers during activities.
4.16 0.76 4.21 0.63 4.02 0.9 1.87 0.155
Table 4.6 The One-way ANOVA analysis of grade and students‘ perceptions towards the use of translanguaging in English classroom (N=363) (Cont.)
Item
Grade 7 (N=116)
Grade 8 (N=124)
Grade 9 (N=123)
F P
M S.D. M S.D. M S.D.
4. I use native language (L1) to brainstorm during class activities.
4.07 0.74 4.08 0.68 3.88 0.96 2.43 0.089 5. I use native
language (L1) to explain problems not related to content.
3.78 1 3.69 0.97 3.46 1.25 2.81 0.061 6. I use native
language (L1) to help me to understand teacher‘s instruction.
4.02 0.93 3.66 1.02 3.68 1.06 4.66 0.010*
7. I use native language (L1) to respond to teacher‘s question.
2.91 1.12 2.73 1.14 2.23 1.23 11.25 0.000**
8. I use native language (L1) to ask permission from teacher.
2.97 1.18 2.85 1.19 2.22 1.2 13.91 0.000**
9. It will be useful for me to use native
language (L1)
alongside English.
4.13 0.95 3.81 1.01 3.78 1.15 4.13 0.017*
10. It is important to use native language (L1) for discussing content or activities in small groups.
4.03 0.81 4.01 0.86 3.85 0.87 1.51 0.222
Table 4.6 The One-way ANOVA analysis of grade and students‘ perceptions towards the use of translanguaging in English classroom (N=363) (Cont.)
Item
Grade 7 (N=116)
Grade 8 (N=124)
Grade 9
(N=123) F P
M S.D. M S.D. M S.D.
11. It is important to use native language (L1) for providing assistance to peers during activities.
4.18 0.64 4.19 0.64 4.00 0.76 2.93 0.055
12. It is important to use native language (L1) for brainstorming during class activities.
3.93 0.79 3.94 0.73 3.88 0.83 0.20 0.815 13. It is important to
use native language (L1) for explaining problems.
4.01 0.85 3.88 0.89 3.69 0.96 3.76 0.024*
14. It is important to use native language (L1) for translating for a lower proficiency student.
4.31 0.88 4.2 0.79 4.12 0.83 1.55 0.214
15. It is important to use native language (L1) for responding to teacher‘s question.
3.21 1.04 3.05 1.1 2.68 1.18 7.10 0.001**
16. It is important to use native language (L1) for asking permission from teacher.
3.34 1.05 3.08 1.11 2.71 1.21 9.46 0.000**
Summary 3.77 0.91 3.65 0.92 3.41 1.03 5.07 0.235
*P<0.05 **P<0.01
From Table 4.6, both Grade 7 and Grade 8 students revealed positive perceptions towards the use of translanguaging in English classrooms, receiving the mean scores of 3.77 and 3.65, while Grade 9 students got 3.41 showing their neutral
perceptions. It should be paid attention that item seven, ―use native language (L1) to respond to teacher‘s question‖ and item eight, ―use native language (L1) to ask permission from teacher‖ got the lowest mean values of 2.91, 2.73, 2.23 and 2.97, 2.85, 2.22, which indicated secondary students have more negative perceptions towards using translanguaging with their teacher compare with other situations.
Apart from these two items, all of three grades students revealed neutral perceptions towards item one, ―use native language (L1) in English classroom‖ with the mean scores of 3.49, 3.31, and 2.98, item fifteen ―important to use native language (L1) for responding to teacher‘s question‖ with the mean scores of 3.21, 3.05 and 2.68, and item sixteen ―important to use native language (L1) for asking permission from teacher‖ with the mean scores of 3.34, 3.08 and 2.71. Especially, item two ―use native language (L1) to discuss content or activities in small groups‖ and item five
―use native language (L1) to explain problems not related to content,‖ receiving the positive mean values of 3.82, 3.76, and 3.78, 3.69 from Grade 7 and Grade 8 students, but receiving the negative mean values of 3.42 and 3.46 from Grade 9 students. As for the remaining items, every item displayed positive perceptions from three different grades because their mean scores were all in the range of positive points (3.51 to 4.50).
In addition, the output of the One-way ANOVA analysis was used to analyze the difference in students‘ perceptions towards the use of translanguaging among three different grades. According to Table 4.6, it could be seen that: item six
―use native language (L1) to help me to understand teacher‘s instruction‖ with the p-value of 0.010; item nine ―useful for me to use native language (L1) alongside English‖ with the p-value of 0.017; and item thirteen ―important to use native language (L1) for explaining problems‖ with the p-value of 0.024, were less than 0.05, which showed the difference among three grades students. Besides, six items showed significant difference since all of their p-values were less than 0.01: item one
―use native language (L1) in English classroom‖ with the p-value of 0.001, item two
―use native language (L1) to discuss content or activities in small groups‖ with the p-value of 0.002, item seven ―use native language (L1) to respond to teacher‘s question‖ with the p-value of 0.000, item eight ―use native language (L1) to ask permission from teacher‖ with the p-value of 0.000, item fifteen ―important to use native language (L1) for responding to teacher‘s question‖ with the p-value of 0.001 and item sixteen ―important to use native language (L1) for asking permission from teacher‖ with the p-value of 0.000. However, the result of the total p-value of variance was 0.235, more than 0.05. Therefore, there were no significant differences among the perceptions of Grade 7, Grade 8, and Grade 9 students.
Based on the first research question, the researcher could generalize that secondary students‘ perceptions towards the use of translanguaging in English classrooms were positive by achieving the total mean value of 3.61, which was at the point of positive.