Translanguaging as a pedagogical approach: Its influence on students’ engagement in English language learning

Seow, Yi Len (2026) Translanguaging as a pedagogical approach: Its influence on students’ engagement in English language learning. Final Year Project, UTAR.

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Abstract

This study investigates undergraduate students’ perceptions of translanguaging as a pedagogical approach and its influence on engagement in English language learning within a Malaysian higher education context. Translanguaging refers to the flexible use of multiple languages to facilitate communication, comprehension, and learning. An explanatory sequential mixed-method design was employed, integrating quantitative and qualitative approaches. Data were collected from 100 undergraduate students at a private Malaysian university through online questionnaires, while semi-structured interviews were conducted with five selected participants to gain deeper insights into their experiences with translanguaging. Quantitative data were analysed using SPSS through univariate analysis, whereas qualitative data were analysed using thematic analysis. The findings revealed that students generally held positive perceptions towards translanguaging with an overall mean of 3.59, with respondents agreeing that it enhances comprehension, relieves pressure, and increases classroom participation. It is also reported that students frequently used their L1 alongside English to clarify concepts, communicate with peers, and improve understanding of lesson content, with an overall mean of 3.41. Qualitative findings further highlighted themes and codes such as enhanced comprehension, expressive clarity, inclusiveness, and flexible language use. However, some participants still associated translanguaging with low English proficiency and believed that excessive reliance on L1 may reduce exposure to the target language. Overall, the study concludes that translanguaging is a valuable pedagogical approach that supports engagement, comprehension, and inclusiveness in multilingual classrooms. The findings provide useful insights for educators, curriculum designers, and policymakers in strategically integrating translanguaging into English language teaching practices in Malaysia to ameliorate students’ learning experiences.

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