Understanding the Lived Experience of Iranian EFL Learners' Multilingualism on the writing performance.

This study explores Iranian EFL learners' lived experiences of how multilingualism influences their English writing performance. Multilingualism significantly shapes EFL writing processes through cognitive, linguistic, and emotional dimensions (Cenoz, ۲۰۱۳). Guided by interpretive phenomenology, researchers conducted semi-structured interviews with ۱۰ trilingual participants (۹ female, ۱ male; aged ۲۰-۲۵) from Islamic Azad University, Bonab's English Language Teaching program. Participants fluently spoke Turkish, Persian, and English. Braun and Clarke's (۲۰۰۶) thematic analysis of responses to eight focused questions revealed four major themes: L۱ thinking facilitates idea generation but delays fluent expression; positive/negative cross-linguistic transfers; adaptive writing techniques; and shifting writer identities across languages. Results recommend translanguaging approaches using students' complete language skills to overcome transfer challenges in EFL writing instruction.

کلیدواژه ها:

multilingualism ، EFL writing ، trilingualism ، translanguaging ، L۱ transfer ، phenomenological inquiry ، thematic analysis