Abstract:
This research study investigated the use of Translanguaging on EFL private
university students’ learning. Researchers conducted action research by using Colanguaging and Preview-view-review Translanguaging strategies to unveil students’
beliefs and attitudes towards the use of Translanguaging. The participants were fifty-two
B1+ and B2 proficient undergraduate students who initially answered a closed-ended
survey online. However, six of those students were selected through purposive stratified
sampling to be observed and interviewed to analyze their Translanguaging practices
further. The researchers observed students during the five-week implementation in the
EFL teaching-learning context. Based on the findings, the researchers concluded that
Translanguaging practices improved undergraduate students’ learning and enhanced
classroom interaction. Additionally, researchers identified the influence of traditional
classroom policies on EFL students’ ideologies and perceptions towards Translanguaging
practices. Consequently, findings showed that there are affective factors outside of the
scope of this study that may be related to the inconsistency between what students said
they do and what they did in class. The most significant finding regarding students’
ideologies lies in a positive shift data demonstrated in students’ ideologies during the
intervention.
