Instructor Perceptions and Practices of Translanguaging in Saudi University EFL Classrooms: A Mixed‑Methods Study

This study investigated the translanguaging strategies used for teaching English as a foreign language (EFL) at seven Saudi universities. Quantitative questionnaire data were collected from 22 instructors, and qualitative written interview data were collected from four instructors. The findings indicate that Saudi EFL instructors reported a positive perception of translanguaging and its application, despite certain challenges, such as needing extra class time and incompatibility with standardized assessment. Translanguaging was perceived to encourage EFL students to participate more effectively and express ideas in Arabic that they struggled to convey in English. The study has identified some of the translanguaging strategies used by EFL instructors in Saudi universities; these include translating between English and Arabic, comparing language structures between Arabic and English, and mixing words and expressions from both languages in the same spoken or written utterance. These results contribute to understanding how translanguaging can support EFL instruction in Saudi higher education contexts and offer practical insights for language teaching.