THE PERCEIVED IMPACT OF TRANSLANGUAGING ON SPEAKING SKILLS: STUDENTS’ PERSPECTIVES IN ESP CLASS
DOI:
https://doi.org/10.22460/eltin.v14i1.p181-190Keywords:
Translanguaging, ESP Classroom, Speaking SkillsAbstract
Research on translanguaging has shown its various benefits in learning contexts. However, it has not been widely researched in the ESP classroom specifically for improving speaking skills. Therefore, this study aims to examine students’ perceptions of translanguaging. This study employs a quantitative survey research design involving 33 students from an ESP class at a private university in Malang, East Java. Data were collected through questionnaires and analyzed using descriptive statistics. The results show a generally positive tendency toward the use of translanguaging in ESP speaking instruction. Affective factors obtained a mean score of 3.25, indicating increased student confidence and comfort in speaking activities. Translanguaging was also perceived to support speaking development (M = 3.22), particularly in terms of fluency and comprehension, although its contribution to pronunciation development was relatively limited. Furthermore, students acknowledged both the challenges and opportunities of translanguaging (M = 3.04), noting its benefits for lower-proficiency learners while expressing concerns about the full development of English-speaking proficiency. This study implies that translanguaging can increase students' confidence, comfort, and motivation in speaking, but it needs to be balanced so as not to hinder the development of English-speaking skills in practical classroom settings.
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