Abstract In bilingual or multilingual education, where English is taught as a foreign language (EFL), students often depend on their first language (L1) to enhance communication and learning. The strategic deployment of L1, known as translanguaging, functions as a communicative tool to achieve particular instructional goals. This study examines students’ perceptions of translanguaging practices in EFL classes, with particular emphasis on their views of the teachers’ translanguaging practices and their own utilization of translanguaging during class activities. Data were collected with a Google Forms questionnaire on a four-point Likert scale. One hundred forty-three students completed the questionnaire, ten of whom voluntarily participated in the follow-up interview to provide greater depth to their initial responses. The questionnaire examined two main aspects: students’ views on the teacher’s use of the L1 and their personal usage of L1 in the learning process, categorized into thematic areas pertaining to classroom discourse. The results indicated a significant occurrence of translanguaging among the teachers, who predominantly employed it to convey instructions and elucidate intricate lesson material. From the students’ perspective, translanguaging constituted an essential tool for learning. They indicated a regular reliance on their L1 for translating foreign vocabulary, making structural comparisons between English and their L1, discussing course material, and understanding complex concepts. These findings highlight the educational significance of translanguaging in EFL contexts, indicating that learners recognize its effectiveness in improving understanding and engagement. The prevalent use of translanguaging underscores its function as a cognitive and communicative framework that aids learners in overcoming language and conceptual obstacles.
Lasito et al. (2026) studied this question.