Student-related Factors Shaping Teachers’ Pedagogical Translanguaging Decisions in a Vietnamese University EFL Program

Translanguaging has increasingly been recognized as a pedagogical practice in EFL classrooms. Previous studies have mainly focused on translanguaging practices, perceptions, and functions, while limited attention has been paid to the student-related factors shaping teachers’ translanguaging decisions. Therefore, this study explores how student-related factors influence teachers’ pedagogical translanguaging decisions in Vietnamese EFL university classrooms. This qualitative case study employed semi-structured interviews with Vietnamese EFL university teachers. The data were analyzed using thematic analysis. The findings suggest that teachers’ translanguaging decisions were influenced by three dimensions of student-related factors: cognitive, affective, and interactional factors. Teachers used translanguaging to support students’ comprehension, reduce emotional pressure, and maintain classroom interaction. The study also highlights the role of cognitive, affective, and interactional factors in teachers’ pedagogical translanguaging decisions in Vietnamese EFL higher education contexts.