| Burgeoning research on the use of translation in L2 composition has investigated the notion that thinking in the L1 can enhance L2 writing. Collectively, however, these studies are unclear whether and to what extent translation may actually be doing so. To address these questions, I conducted a conceptual replication of Kobayashi and Rinnert (1992), who had examined the results of direct versus translated L2 writing among low- and high-proficiency EFL learners. Among the 15 low-proficiency Chinese ESL adults I examined, there was no significant difference in quality or syntactic complexity between the two writing modes, though the length of their translated writing was significantly greater than their direct L2 writing. At the same time, students perceived their translated writing to be better and easier. These mixed findings suggest that while translation may not lead unequivocally to better-quality writing, it may have benefits for learning L2 writing. |
