<![CDATA[Vocabulary learning remains a major challenge for learners of English as a foreign language, particularly in retaining newly acquired words over time. While translanguaging has been widely recognized for enhancing comprehension, its role in supporting long-term vocabulary retention remains underexplored, especially from students’ perspectives. This study aims to investigate students’ perceptions of translanguaging in vocabulary learning and its contribution to sustained retention. A descriptive quantitative design was employed, involving 30 students from an English Education Study Program. Data were collected through a structured questionnaire using a five-point Likert scale and were analyzed using percentage distributions and mean scores. The findings indicate that translanguaging facilitates vocabulary learning, with mean scores ranging from 4.20 to 4.40, indicating a high level of agreement among students. It reduces cognitive load, enhances clarity, and promotes deeper semantic processing. Furthermore, students perceive that connecting new vocabulary to their first language strengthens memory encoding and improves retrieval in future communication. The study concludes that translanguaging functions not only as a pedagogical strategy but also as a cognitive mechanism that supports durable vocabulary learning. These findings suggest that integrating learners’ first language strategically can enhance both immediate understanding and long-term retention in English language learning. Keyword: translanguaging, vocabulary retention, vocabulary learning, memory processing, English as a foreign language]]>
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