Exploring Mediation Competence and Awareness in Elementary Learners: A CEFR Basic User Level Analysis

Abstract

This study examined elementary school learners' mediation competence and awareness based on the Basic user framework of the Common European Framework of Reference for Languages (CEFR). A mixed-methods approach was employed to assess the learners' mediation competence and awareness during functional-integrated lessons incorporating both individual and group activities. English and Korean were strategically integrated using Google Translator as a mediation tool to help learners understand and express their thoughts in English. Classroom interactions were qualitatively analyzed, focusing on learners' speech and behaviors concerning the CEFR Basic user 'can-do' statements. Pre-surveys and post-surveys were conducted to measure changes in learners' mediation awareness using the same mediation scale. The results indicated an overall improvement in mediation awareness after 12 sessions, with significant improvements in Mediating a text but more moderate gains in Mediating concepts and Mediating communication. Interviews revealed that translation, summarization activities, and peer support helped learners build confidence in using English and enhanced their understanding of concepts. However, the impact of translation tools varied by proficiency level, with lower-proficiency learners benefiting more than higher-proficiency learners. The study also acknowledged the limitation of a small sample size, suggesting that future research with a larger and more diverse group of participants is necessary to explore the broader applicability of these findings. This research contributes to the understanding of mediation as an active component of language learning. It highlights the potential of CEFR mediation elements to enhance communicative competence in elementary EFL settings.

Received: 20 July 2024 | Revised: 8 October 2024 | Accepted: 18 November 2024

Conflicts of Interest

The author declares that she has no conflicts of interest to this work.

Data Availability Statement

Data sharing is not applicable to this article as the data analyzed involves sensitive information regarding learners' speech and behaviors. To protect the privacy and confidentiality of the participants, the data cannot be shared publicly.

Author Contribution Statement

Jihye Jeon: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration.