IRANIAN TEACHERS AND STUDENTS' ATTITUDES ON TRANSLANGUAGING IN EAP AND EGP CLASSROOMS

Abstract Translanguaging is a very recent and significant approach to teaching English that speeds up the learning process. In order to further the research on how beneficial translanguaging may be for both students and teachers when teaching English, there has been a rising interest in investigating various elements of mother tongue usage during English classes in recent years. Despite all current research worldwide, the majority of Iranian students and instructors still do not favor this approach, and many think that it has more drawbacks than advantages. it is believed that using this technique incorrectly can hinder learning process rather than enhancing it. As a result, more research—which hasn't been done much in Iran—is required to compare EAP and EGP classes while using translanguaging in EFL classrooms, as well as students' and teachers' attitudes toward this topic. In order to assess the effectiveness of students' comprehension in both EAP and EGP classrooms, this study will look into instructors' and students' attitudes on translanguaging. This study looked at how Iranian instructors and students felt about translanguaging, the connection between speaking one's native language and learning efficiency, and comparisons of EAP and EGP classrooms. For this purpose, four instructors were interviewed and a total of four courses, including two EAP and two EGP classrooms, were observed. Participants in this study were also given questionnaires in person and online. The study may provide further information on the value of translation and how it affects the standard of instruction. The findings of this study have significant implications for educators, pedagogues, and decision-makers working in multilingual settings, as well as providing a starting point for further investigation into the application and effectiveness of translanguaging approaches.