Exploring Undergraduate EFL Students’ Perspectives of Translanguaging and Translation: Benefits and Challenges in Group Collaboration at the University of Duhok
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss3/Pt1.2017Keywords:
Translanguagin, translation, benefits and challenges, group collaboration, Students’ Perceptions.Abstract
This study aims at exploring the perceptions of English major students to determine the benefits and challenges of employing translanguaging and translation practices across three dimensions: communication, group dynamics, and task performance. It also seeks to investigate learner-related and contextual variables’ effectiveness on students’ perspectives towards these practices. To achieve these aims, a quantitative research design was employed to collect data through a structured questionnaire administered to (n=108) third-and-fourth year students, who enrolled in the Department of English Language, College of Basic Education, University of Duhok. Findings show translanguaging and translation practices support comprehension, inclusivity, task completion, and group collaboration, especially for Kurdish students with intermediate to advanced English. Yet challenges such as distractions and exclusion emerged, negatively influencing some students’ English proficiency development during assignments. These findings suggest employing structured translanguaging and translation pedagogy and explicit guidelines for equitable participation.
Downloads
References
Alfian, A. (2022). Translanguaging practice in higher education:Lecturers’ and students’ perspectives. Daengku:Journal of Humanities and Social Sciences Innovation, 2(2), 142–147.
Alhassan, A. (2024). Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts. Language Learning in Higher Education, 14(2), 291–312. https://doi.org/10.1515/cercles-2024-0011
Ambele, E. A., & Nuemaihom, A. (2024). Translanguaging for English language education: Uncovering Thai EFL students’ insights. Journal of Language Teaching and Research, 15(5), 1445–1454. https://doi.org/10.17507/jltr.1505.06
Baker, W. (2021). English as a Lingua Franca, Translanguaging, and EMI in Asian higher education: Implications for pedagogy. In: Tsou, W., Baker, W. (eds). English-Medium Instruction Translanguaging Practices in Asia. Springer. https://doi.org/10.1007/978-981-16-3001-9_2
Baynham, M., & Lee, T. K. (2019). Translation and translanguaging. Routledge.
Capstick, T., & Ateek, M. (2021). Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2021.1899192
Choi, J., & Liu, K. (2021). Knowledge building through collaborative, translation and translanguaging Practices. Journal of Language Identity and Education, 1–16. https://doi.org/10.1080/15348458.2021.1974866
Colina, S. (2015). Fundamentals of translation. Cambridge University Press.
Cook, G. (2010). Translation in language teaching. Oxford: Oxford University Press.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
Genc, E., Yuksel, D., & Curle, S. (2023). Lecturers’ translanguaging practices in English-taught lectures in Turkey. Journal of Multilingual Theories and Practices, 4, 8–31.https://doi.org/10.1558/jmtp.23945
Han, L., & Wen, Z. (Edward). (in press). Towards a translanguaging lens for translation/interpreting studies: Theory, research and practice. Macao Polytechnic Institute.
Hussein, N. O. (2024). The Effect of using communicative language teaching (CLT) on developing EFL Iraqi learners' English communication skills: An experimental study. Wasit Journal for Human Sciences, 20 (4), 517-529. https://doi.org/10.31185/wjfh.Vol20.Iss4.610
Kabir, M.M. N.(2019). Reviewing translation and L1 in language pedagogy from translanguaging lenses. BELTA Journal, 3(1), 32-46.
Kareem, N. N. (2025). The effectiveness of translanguaging pedagogy in academic writing skills among Kurdish EFL learners [Doctoral dissertation]. The University of Memphis. https://www.researchgate.net/publication/399886355_THE_EFFECTIVENESS_OF_TRANSLANGUAGING_PEDAGOGY_IN_ACADEMIC_WRITING_SKILLS_AMONG_KURDISH_EFL_LEARNERS/references.
Kothari, C.R. (2004) Research methodology: Methods and techniques. 2nd Edition, New Age International Publishers.
Kung, S. W. (2022). Exploring the non-substantive aspect of translation through a translanguaging lens. Asia Pacific Translation and Intercultural Studies, 9(3), 296–313. https://doi.org/10.1080/23306343.2022.2157143
Laviosa, S. (2018). Translanguaging and translation pedagogies. In H. V. Dam, M. N. Brøgger,& K. K. Zethsen (Eds.), Moving boundaries in translation studies (pp. 181–199). Routledge.
Lawi, D. J., Respicio, S., Rigor, L. J., & Trini, K. (2025). Translanguaging practices in oral language context: Designing multilingual instructional tasks for education students. Student Journal of Technology and Educational Research, Vol. 2(1), 109-122. https://doi.org/10.5281/ zenodo.15735415
Meier, G., & Conteh, J. (2014). Conclusion. In J. Conteh, & G. Meyer (Eds.), The Multilingual turn in languages education. Opportunities and challenges. Bristol: Multilingual Matters.
Meyer, R.-P., & Meyer, R.-P. (2023). Translanguaging and co-learning at the interface of language and culture (pp. 38–46). Routledge eBooks. https://doi.org/10.4324/9781003266976-4
Mohajan, H.K., (2020). Quantitative research: A successful investigation in natural and social sciences. J. Econ. Dev. Env. People., 9: 50-79. Available from: https://www.researchgate.net/publication/348237026_Quantitative_Research_A_Successful_Investigation_in_Natural_and_Social_Sciences [accessed Mar 23 2026].
Mollaei, F., Taghinezhad, A., & Sadighi, F. (2017). Teachers and learners’ perceptions of applying translation as a method, strategy, or technique in an Iranian EFL setting.International Journal of Education and Literary Studies, 5(2).https://doi.org/10.7575/aiac.ijels. v.5n.2p.67
Muresherwa E, Jitta, L.C. (2022). The Value of a pilot study in sducational research learning: In search of a good theory-method fit. Journal of Educational and Social Sciences. 12(2), 220-236.
Nguyen, T. M. A. (2024). EFL Teachers’ perspectives on leveraging tertiary learners’ collaborative learning via translanguaging. Advances in Educational Technologies and Instructional Design Book Series, 69–96. https://doi.org/10.4018/979-8-3693-6497-0.ch003
Nuemaihom, A. & Chutopama N. & Putklang, T., (2024). Translanguaging practices and perception of tertiary lectures and learners in Thailand: A case study at Buriram Rajbhat University. World Journal of English Language, Sciedu Press, 14(6), 357-357
Oliva, C. J.; Donato, C.; and Ricciardelli, F. (2020). Translation and translanguaging pedagogies in intercomprehension and multilingual teaching. Modern Languages Faculty Journal Articles. 10, 157-182. https://digitalcommons.bryant.edu/lang_jou/1
Ramchander, M. (2020). Using group work to harness students’ multilinguistic competencies for a better understanding of assignment questions. 8(2), 74–94. https://doi.org/10.14426/CRISTAL.V8I2.274
Richards, J. C., & Rodgers, T. S. (2022). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Sato, E. & García, O. (2023). Translanguaging, TIS, and bilingualism. In A. Ferreira and J. W. Schwieter (eds.). The RoutledgeHandbook of Translation, Interpreting, and Bilingualism. (pp. 328-345). Routledge
Scopich, D. (2018). Translaguaging in an Efl classroom: Attitudes and practice.
Setyaningrum, R. W. (2023). Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing. Cogent Education, 10. https://doi.org/10.1080/2331186X.2023.2208776
Song, J.; Howard, D.; Olazabal-Arias, W. (2022). Translanguaging as a strategy for supporting multilingual learners’ social emotional learning. Educ. Sci. 12(7), 475. https://doi.org/10.3390/ educsci12070475
Thongwichit, N., & Ulla, M. B. (2024). Translanguaging pedagogy in Thailand’s English medium of instruction classrooms: Teachers’ Perspectives and Practices. TESL-EJ. 27 (4). https://eric.ed.gov/?id=EJ1417868
Velasquez, M. (2019). Translanguaging in higher education: pre-service teacher’s perceptions of translanguaging in required university courses. https://repository.tcu.edu/handle/116099117/27035
Weerachairattana, R., & Buripakdi, A. (2025). Translanguaging as legitimate pedagogy in ELT in Thailand: an ethnographic case study in Thai higher education. Asian Englishes, 27(3), 749–765. https://doi.org/10.1080/13488678.2025.2544252
Zuo, M. & Walsh S. (2023). Translation in EFL teacher talk in Chinese universities: a translanguaging perspective. Classroom Discourse, 14 (2), 128-146, DOI: 10.1080/19463014.2021.1960873
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dr. Vian Mikhail Poulis
This work is licensed under a Creative Commons Attribution 4.0 International License.
