Malay as a Mediational Resource in English-Mediated Peer Interaction Among Low-Proficiency Malaysian Undergraduates

Kanchana Devi Sibeperegasam; Salinah Ja’afar; Noor Hasnoor Mohamad Nor

doi:10.47405/mjssh.v11i7.4121

Kanchana Devi Sibeperegasam School of Languages, Literacies and Translation, Universiti Sains Malaysia, 11800 Minden, Pulau Pinang, Malaysia
Salinah Ja’afar Academy of Malay Studies, Universiti Malaya, 50603 Kuala Lumpur, Malaysia
Noor Hasnoor Mohamad Nor Academy of Malay Studies, Universiti Malaya, 50603 Kuala Lumpur, Malaysia

DOI: https://doi.org/10.47405/mjssh.v11i7.4121

Keywords: Sociocultural Theory, Translanguaging, Malay as L1, Peer interaction, Multilingual pedagogy

Abstract

The role of learners’ first language (L1) in second-language (L2) learning remains contested, particularly where English-only pedagogies dominate classroom practice. This study aimed to examine how Malay functions as a mediational resource during English-mediated, task-based peer discussions among undergraduates with low English proficiency. Guided by Sociocultural Theory and translanguaging perspectives, the qualitative case study involved six Malay-speaking female undergraduates enrolled in a Malaysian university English course. Data comprised video-recorded peer discussions and stimulated-recall interviews. Naturally occurring discourse was examined through interactional analysis, while participants’ reflections were analysed thematically. Malay served interrelated cognitive, social, and affective functions. Participants used it strategically for vocabulary retrieval, conceptual clarification, idea generation, negotiation of meaning, task management, and collaborative problem-solving. It also reduced anxiety, protected face, strengthened group cohesion, and encouraged participation. Rather than replacing English, Malay helped participants sustain engagement and move towards English production. The findings challenge deficit-oriented interpretations of L1 use and demonstrate that Malay can provide purposeful sociocultural scaffolding during peer interaction. The study supports context-sensitive multilingual pedagogy that recognises learners’ full linguistic repertoires while maintaining English as the principal learning target.

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