Overcoming Language Anxiety: The Role of Translanguaging Strategy in Reducing Anxiety Among English Learners

Authors : Ömer Gökhan Ulum

Pages : 163-189

Doi:10.51726/jlr.1715970

View : 233 | Download : 711

Publication Date : 2025-12-29

Article Type : Research Paper

Abstract :This study examines the effects of translanguaging strategies on foreign language anxiety, language performance, and learner perceptions among Turkish primary school English as a Foreign Language (EFL) students. Drawing on sociocultural theory, the affective filter hypothesis, and translanguaging pedagogy, a quasi-experimental design was implemented with 60 fifth- and sixth-grade students divided into treatment and control groups. The treatment group received bilingual instructional support, while the control group followed English-only instruction. Quantitative findings revealed significant improvements in listening, speaking, reading, and vocabulary skills, along with a substantial reduction in anxiety levels among the treatment group. Qualitative data from focus group interviews highlighted increased confidence, emotional comfort, and preference for bilingual instruction. The results underscore the cognitive and affective benefits of integrating students’ L1 in English instruction and advocate for a more inclusive, emotionally supportive language learning environment. The study offers critical implications for EFL pedagogy, teacher training, and language policy in multilingual primary education contexts.
Keywords : Diller Arası Geçiş (translanguaging), yabancı dil kaygısı, genç öğrenciler, iki dilli öğretim, dil öğrenme motivasyonu

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