A structural equation model on translanguaging practices, foreign language classroom anxiety, reconceptualized L2 motivational self system, and foreign language achievement of emergent bilinguals

Abstract

The purpose of this study was to investigate the relationship between translanguaging practices, foreign language classroom anxiety (FLCA), reconceptualized L2 motivational self system (R-L2MSS), and English language achievement scores of emergent bilinguals. To this end, 386 A1 and A2-level English learners, studying at a preparatory school of a university in Turkey, took part in the study. The quantitative data were derived through a 45-item survey. First, an exploratory factor analysis performed on the responses to the Translanguaging Practices Scale and two factors were obtained. Subsequently, the whole data were adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results, analyzed in Smart PLS (Version 3.2.9), revealed there was a statistically significant relationship between translanguaging practices, foreign language classroom anxiety, and reconceptualized L2 motivational self system. However, the relationship between translanguaging practices and English language achievement scores was not statistically significant.