Unlocking linguistic potential: exploring translanguaging perceptions among EFL students in Turkey

Abstract This study investigates the perceptions of translanguaging among 349 EFL university students in Turkey through a mixed-methods design integrating quantitative and qualitative approaches. A bespoke survey instrument, rigorously validated through factor analysis (KMO = 0.923; X 2 = 7,260.278, df = 484, p < 0.001), was developed to measure students’ attitudes towards translanguaging across four factors: Translanguaging Conception, Confidence in Translanguaging, Academic Impact, and Cultural Awareness. The instrument demonstrated high reliability, with Cronbach’s Alpha values ranging from 0.837 to 0.927. Complementing the survey, scenario-based techniques were employed with 25 participants to capture in-depth qualitative data. Quantitative findings revealed positive perceptions of translanguaging, with the highest mean scores reflecting its role in enhancing language learning and cultural understanding (M = 2.9351, SD = 0.91823). Gender, age, and institutional differences emerged, with female, younger, and state university students expressing more favourable views (e.g., T = −4.19, p < 0.00003). Qualitative analysis, supported by thematic coding (Cohen’s Kappa = 0.89), highlighted students’ confidence and empowerment while identifying challenges such as cognitive load and social pressures. The results underscore translanguaging’s potential to foster inclusive and dynamic language education while emphasising the need for context-sensitive implementation.