Understanding Non-English Students’ Perception Of The Use of Translanguaging in English Classes

Abstract

This study explores the perspectives of non-English major students on the use of translanguaging in English language development classes. In addition, this study also examines how translanguaging contributes to improving foreign language learning processes and language skills. Finally, this study identifies the challenges that arise in the application of translanguaging in foreign language improvement classes. This study employed an explanatory sequential approach, beginning with questionnaires followed by semi-structured interviews to gain deeper insights. From a total of 114 non-English major students, nine informants were selected using purposive sampling based on their questionnaire scores, which were categorized as good and moderate. Informants were chosen proportionally across performance levels to ensure representativeness. Data were collected through questionnaires and interviews, with validity ensured through source triangulation. The findings reveal that non-English major students generally hold a good perspective of translanguaging in English language development classes. Based on questionnaire results, 71% of respondents rated translanguaging as “good,” while 29% rated it as “moderate.” The average score, calculated using SPSS, was 58.56 placing it within the “good” category (range: 56–75). Students who scored between 56–75 perceive that translanguaging is strongly supportive of their English learning process and as a key factor in improving language proficiency. Meanwhile, those scoring between 36–55 view translanguaging as moderately helpful in developing their English skills. Interview insights reinforce these results, with students noting that translanguaging improves comprehension, fosters confidence, facilitates interaction, and enhances skills in speaking, writing, and listening. Despite these benefits, the study also identified several challenges and potential solutions, including student dependency, situational limitations, and time-consuming. This study concludes that translanguaging helps non-English major students in their learning process and improves their language skills. It is especially useful for students who have limited experience in learning English, as it supports their understanding and language development during their studies. However, its success depends on students’ motivation to learn. These results suggest that translanguaging has strong potential, but it should be used carefully to balance guidance and independent learning.