First-language planning reduces cognitive load and enhances multiple dimensions of L2 oral performance among intermediate EFL learners
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Abstract
This mixed methods research investigated the influence of first language (L1) planning on the performance of English-speaking skills and perceived mental effort of Colombian university intermediate learners of English as a foreign language (EFL). The experiment involved forty undergraduate students (CEFR B1-B2 level) in a within-subject design where participants performed two narrative speaking tasks following either planning in Spanish (L1) or only in English. Quantitative analysis revealed that L1 planning significantly increased oral fluency, syntactic complexity, reduced number of grammatical errors, and decreased perceived cognitive load in comparison with English-only planning (all p < .001) showing exceptionally large effect sizes. Based on qualitative analysis of self-reports and interviews it was found out that L1 planning was applied by learners for idea generation, narration organization, vocabulary selection, and reduction of cognitive demands. Combining the results it can be concluded that first language planning serves as an effective scaffolding device, which facilitates the production of speech in the target language without interfering in the process of actual communication. The present research makes a contribution to the translanguaging studies by proving that the strategic application of first language in the preparatory phase of tasks performance leads to improvement in the quality of output and decrease in cognitive load.
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