Examining Indonesian English as a Foreign Language Lecturers’ Attitudes Towards Translanguaging and Its Perceived Pedagogical Benefits - A Mixed-Methods Study

Oct 15, 2026

The study investigates Indonesian English as a foreign language (EFL) lecturers’ attitudes toward translanguaging and the perceived pedagogical benefits in EFL classrooms. Relationships between attitudes and gender, age, experience, university, and faculty are examined through surveys (n=50) and in-depth interviews (n=5). Mixed-method analyses show that lecturers generally hold optimal, virtual, and maximal attitudes. Translanguaging is viewed as enhancing interaction, scaffolding comprehension, and building a familiar and secure classroom atmosphere.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Introduction

Multilingual turn and terminology

Translanguaging as a pedagogy

DOI: [https://doi.org/10.26529/cepsj.1833](https://doi.org/10.26529/cepsj.1833) Examining Indonesian English as a Foreign Language Lecturers’ Attitudes Towards Translanguaging and Its Perceived Pedagogical Benefits: A Mixed-Methods Study Mohammed Yassin Mohd Aba Sha’ar1 and Nur Lailatur Rofiah*2 • The present study examines Indonesian lecturers’ attitudes towards translanguaging and its pedagogical benefits in their English as a foreign language classroom. It also explores the significant relationships between lecturers’ attitudes and the variables of gender, age, experience, university and faculty. The study included English as a foreign language lecturers using surveys (n = 50) and in-depth interviews (n = 5). The collected data were analysed through mixed-methods analyses. The findings reveal that, in general, Indonesian lecturers hold optimal, virtual and maximal attitudes towards translanguaging. They perceive translanguaging as beneficial, as it facilitates student-student and student-teacher interactions, scaffolds students’ understanding, and creates a familiar and secure classroom atmosphere. Integrating translanguaging supports the development of students’ critical thinking skills and self-confidence. The lecturers’ feel a sense of agency to reclaim their identity and question the perceived linguistic hierarchy that dominates their English as a foreign language landscape. Additionally, the findings revealed a disparity in the perceived benefits oftranslanguaging depending on the lecturers’age and experience, indicating a potential generational gap that might influence their adaptability to multilingual teaching methodologies. Keywords: attitudes, English medium instruction, English as a foreign language classroom, multilingualism, translanguaging, translingual practices 1 School of Education and Liberal Arts, Walailak University, Thailand. 2 *Corresponding Author. School of Languages and General Education, Walailak University, Thailand; [nr.lailatur@gmail.com](nr.lailatur@gmail.com). 118 examining indonesian english as a foreign language lecturers’ attitudes Preučevanje stališč indonezijskih visokošolskih učiteljev angleščine kot tujega jezika do čezjezičnosti in njenihzaznanih pedagoških prednosti: študija mešanih metod Mohammed Yassin Mohd Aba Sha’ar in Nur Lailatur Rofiah • Študija preučuje stališča indonezijskih visokošolskih učiteljev do čezjezičnosti in njenih pedagoških prednosti pri pouku angleščine kot tujega jezika. Raziskuje tudi pomembne povezave med stališči profesorjev terspremenljivkami spol, starost, izkušnje, univerza in fakulteta. V študijoso bili vključeni visokošolski učitelji angleščine kot tujega jezika z uporabo anket (n = 50) in poglobljenih intervjujev (n = 5). Zbrani podatki sobili obdelani s pomočjo analize mešanih metod. Ugotovitve na splošno kažejo na optimalna, virtualna in na maksimalna stališča do čezjezičnosti pri indonezijskih visokošolskih učiteljih. Čezjezičnost dojemajo kot koristno, saj olajšuje interakcije med študenti samimi ter študenti in učitelji, spodbuja odranje razumevanja pri študentih ter ustvarja znano in varno vzdušje v razredu. Vključevanje čezjezičnosti podpira razvoj zmožnosti kritičnega mišljenja in samozavesti študentov. Profesorji čutijo, da lahko ponovno pridobijo svojo identiteto in postavijo pod vprašaj zaznano jezikovno hierarhijo, ki prevladuje v njihovem okolju angleščine kot tujega jezika. Poleg tega so ugotovitve razkrile razlike v zaznavanjuprednosti čezjezičnosti glede na starost in izkušnje profesorjev, kar kažena morebitno generacijsko vrzel, ki bi lahko vplivala na njihovo prilagodljivost metodologijam večjezičnega poučevanja. Ključne besede: stališča, poučevanje v angleščini, pouk angleščine kot tujega jezika, večjezičnost, čezjezičnost, čezjezične prakse Introduction In recent years, the resurgence of the multilingual turn has challenged the prevailing monolingual paradigm in both English as second language (ESL) and En

FAQs

What does the study examine about Indonesian EFL lecturers?

It examines lecturers’ attitudes toward translanguaging, perceived pedagogical benefits, and how those attitudes relate to gender, age, experience, university, and faculty.

How were data collected in the mixed-methods design?

Data were gathered using surveys (n=50) and in-depth interviews (n=5), then analyzed through mixed-methods analyses.

What benefits of translanguaging do lecturers perceive?

Lecturers perceive translanguaging as facilitating student-student and student-teacher interactions, scaffolding understanding, and creating a familiar and secure classroom atmosphere, while supporting critical thinking and self-confidence.

Oct 15, 2026

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