The Effect of Translanguaging Strategy Towards Students’ Writing Performance

PEDAGOGIA
Vol 23, No 2 (2025)

The dominance of monolingual instruction in English as a Foreign Language (EFL) classrooms often fails to address the diverse linguistic backgrounds and varying proficiency levels of students. This study investigates the effect of translanguaging strategy on students’ writing performance using a quantitative quasi-experimental design. Data were collected through pretest and posttest writing assessments administered to both control and experimental groups. The results indicate a significant improvement in the writing performance of students exposed to translanguaging strategies compared to those taught through monolingual instruction. The strategy proved effective across different levels of second language (L2) proficiency, offering flexible linguistic support that enhances content understanding and language production. These findings suggest that translanguaging is not only pedagogically inclusive but also beneficial for developing academic writing skills in EFL contexts. However, the generalizability of the results remains limited due to the specific institutional context and sample size, warranting further research in broader settings.