Exploring Translanguaging as a Learning Strategy among Thai Vocational EFL Students

Abstract

The study explored the use of translanguaging as a learning strategy among Thai vocational EFL students and examined students’ perceptions of translanguaging usage in English classrooms. A sequential explanatory approach was employed, which included classroom observations and retrospective interviews. The participants were 47 first-year vocational students enrolled in business English and English communication courses at a university in northeastern Thailand. Quantitative data gathered through an observation checklist with six translanguaging strategies and adapted from the CUNY-NYSIEB Guide for Educators were examined to determine the frequency of translanguaging strategies used during classroom activities in three phases of the PPP method (presentation, practice, and production), and qualitative data were obtained from retrospective interviews to triangulate the observation data. The findings from quantitative data revealed that students mostly employed bilingual dictionaries and online translation tools with high frequency. The use of the internet as a multilingual source, multilingual collaborative work, and language alternation were followed, respectively. Moreover, language alternation and multimodality were also observed as new strategies. The qualitative results indicated that students perceived translanguaging as beneficial for promoting learning, enhancing comprehension, and improving communication flow. The study demonstrated that the translanguaging strategy benefits students’ learning as a cognitive, pedagogical, and communicative resource. Lastly, the findings supported the use of more flexible, supportive language-learning practices in Thai EFL classrooms, particularly in vocational education contexts.