Translanguaging has become a research hotspot in the field of language education and continues to show significant research potential. While previous studies have primarily focused on the use of translanguaging in English as a Foreign Language (EFL) classrooms from teachers perspectives and at the college level, this study investigates high school students attitudes toward the application of translanguaging in EFL classes. Using a questionnaire administered to 70 high school students, the results indicate that students are aware of translanguaging practices and generally hold positive attitudes toward both their own use and their teachers use of translanguaging in the classroom. They also believe that translanguaging can enhance their overall English learning, particularly in grammar and vocabulary acquisition. Furthermore, students attitudes were found to predict their perceptions of the impact of translanguaging on their English learning. This study offers practical insights for teachers seeking to enhance English instruction through translanguaging, informs researchers of promising directions for further exploration in secondary education, and supports students in developing a deeper understanding of translanguaging pedagogy.
Huihui Chen (Wed,) studied this question.