<![CDATA[The aims of this study is to investigate how translanguaging strategies are used in learning environments and to look at their effect on helping students who speak multiple languages improve their writing skills in English as a Foreign or Second Language (EFL/ESL) in one of student colleges in Indonesia. This is an explanatory sequential mixed-methods design. It includes using both numerical and descriptive methods at different stages of the research. The results of this study show that the qualitative data supports the quantitative findings. The qualitative data found six main themes that show how using translanguaging changed how students learn: it makes the environment more inclusive and fair, helps students understand better, makes them more confident to participate actively, reduces the mental effort needed to communicate, gives them more chances to explore their writing, and helps them connect lessons to real-life situations. While the quantitative data shows that a positive view of translanguaging, with an average score of 3.40 and a standard deviation of 0.549. The results show that people generally agree with positive statements about using multiple languages in writing comprehension, with an average score of 3.40 on a 4-point scale. This shows that most college students from different language backgrounds supported using translanguaging to improve their writing skills in various learning environments.]]>
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