Perceptions of translanguaging among English-major students and its impact on their autonomy

Abstract

This paper investigates English major students’ perceptions of translanguaging and its effects on their language study and independent learning. Using a questionnaire given to one-hundred-second through fourth-year students, the research found that most had positive attitudes toward translanguaging. Results show that translanguaging boosts their confidence, helps them understand difficult material, and motivates their learning. The students said they preferred bilingual classes, where English and Vietnamese are utilized deliberately, and identified situations in which their native language (L1) supports English acquisition - including comprehension and learning management. The students’ responses also provide suggestions on how language instructors may use students’ L1 to improve the quality of their teaching. These findings support debates on the advantages of translanguaging in language instruction and language learning, especially in promoting learner autonomy.