Cognate awareness influence on tenth graders EFL narratives about teenagers problematics

Abstract

Extensive studies have been conducted regarding a mother tongue (L1) interference sometimes caused by cognates and developing English writing skills. This Action Research study, however, investigated the cognate awareness influence on foreign language (FL) writing production of narrative texts skills on a sample chosen in Colombia. It was developed and analyzed under a Mixed Research paradigm, including for data collections instruments: students’ questionnaires, readily available data, and field notes about some teenager problematics. The information gathered from the instruments was organized and analyzed to understand the influence of cognate awareness in tenth graders writing production. The results showed positive influence on the organization of ideas, enriching their vocabulary and a deeper perception of English writing.