<![CDATA[Writing is widely recognized as one of the most cognitively demanding skills in English as a Foreign Language (EFL) learning because it requires learners to simultaneously generate ideas, organize information, and produce linguistically accurate texts. Traditional English-only instructional approaches often discourage the use of learners' first language (L1), despite increasing evidence that multilingual resources can facilitate the writing process. This study aims to synthesize empirical evidence on the implementation of translanguaging in EFL writing instruction and examine its contribution to students' writing competence. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. Relevant studies were identified through searches in Scopus, Web of Science, ERIC, and Google Scholar using predefined search strings related to translanguaging and EFL writing. Eligible studies were selected based on predetermined inclusion and exclusion criteria and subsequently analyzed using thematic analysis. The synthesis revealed five major themes: (1) translanguaging as cognitive scaffolding, (2) enhancement of writing quality, (3) collaborative learning and peer interaction, (4) teacher mediation and instructional support, and (5) challenges in classroom implementation. Across the reviewed studies, translanguaging consistently supported idea generation, reduced cognitive load, increased learners' confidence, strengthened collaborative writing practices, and improved overall writing performance. Nevertheless, institutional monolingual policies, teachers' beliefs, and assessment practices remain significant barriers to its implementation. The review suggests that translanguaging should be recognized as an evidence-based pedagogical approach that enables multilingual learners to mobilize their complete linguistic repertoire during writing while maintaining English as the target language for final written production. These findings provide important implications for language teachers, curriculum developers, and policymakers seeking to create more inclusive and effective EFL writing instruction.]]>
