Writing Portuguese as a second language: perceptions and learning experiences of university students

Abstract

In a multilingual context like Mozambique where Portuguese is a second language, perceptions towards writing can play an important role in students’ motivation to develop writing skills. At the university, this situation may determine their academic success. Thus, this study has a particular interest in understanding university students’ previous experiences and perceptions towards writing, as starting point for a broader research on genre-based teaching writing. The methodology used was based on a questionnaire previously validated and applied as a research instrument. It was filled in by 162 university students enrolled in Bachelor degrees of Portuguese language teaching, Translation studies, Linguistic and Literature from a public university in Mozambique. Data were qualitatively analyzed and results reveal three major findings: firstly, the diversity of these students’ linguistic profile as there are 18 different first languages. Secondly, that writing at secondary school is a teacher-centered activity about writing rather than a student writing experience. Thirdly, that when students have to face a writing activity their feelings include fear, anxiety, stress, nervousness, insecurity, unsureness and responsibility. This study may contribute to a deeper understanding of how writing is (not) being taught and how that may be related to students writing difficulties. In this sense, this study conclusions may also contribute to understand how teaching methods may be related to students’ emotional relationship with writing and with the way they manage the cognitive overload inherent to the complex process of academic writing.