Pedagogical translanguaging written feedback in EFL academic writing

Abstract Research has increasingly documented the contribution of translanguaging in pedagogical practices. Recently this has been extended to the use of translanguaging in the provision of oral corrective feedback. However, while the use of translanguaging has been supported in second language writing, little research has considered whether translanguaging can support learning in second language written feedback (WF). The goal of the current study is to determine whether translanguaging feedback increases revision between drafts in an academic writing context. A total of 23 Saudi EFL university students participated in the current study. Using a counterbalanced design, participants were divided into two groups and provided with two text prompts. Following each text, the participants received translanguaging or English-Only WF. Feedback targets included discourse, grammatical and lexical accuracy, content, and mechanics. The quantitative findings revealed that translanguaging WF significantly impacted learners’ revisions in the second drafts, leading to nearly twice the amount of revision compared to English-Only feedback. While the qualitative results indicated that learners perceived both conditions as effective, translanguaging feedback was rated as more effective.