Translanguaging in Vocabulary Learning: Its Impact on Efl Learners’ Vocabulary Knowledge and Retention Skills
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: This quasi-experimental mixed-methods study investigates the effects of translanguaging pedagogy on vocabulary knowledge, short-term retention, and learner perceptions among tenth-grade Turkish EFL students. Sixty participants were randomly assigned to either a treatment group that received bilingual instruction (Turkish-English) or a control group that received English-only instruction. Quantitative findings from pre- and post-tests revealed significantly higher vocabulary gains in the treatment group (Cohen’s d = 1.31), confirming the pedagogical advantage of integrating students’ L1. Qualitative data from focus group interviews highlighted students’ positive attitudes toward translanguaging, emphasising reduced anxiety, enhanced comprehension, and increased motivation. The study concludes that translanguaging not only supports lexical development but also promotes socio-affective engagement in English as a Foreign Language (EFL) classrooms. These findings underscore the importance of leveraging students’ full linguistic repertoires to create inclusive, cognitively supportive, and empowering learning environments. The research contributes to the growing body of evidence advocating for L1-inclusive instructional strategies in monolingual English as a foreign language (EFL) contexts, such as Türkiye.
Source: EKEV Akademi Dergisi
Author: Ömer Gökhan Ulum
Institution: Mersin Üniversitesi
Language: Turkish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7127046193