Abstract

This mixed-methods study aimed to examine Thai English as a foreign language (EFL) students’ perceptions of translanguaging implementation in English classrooms and its pedagogical benefits and to explore relationships between student perceptions and gender, faculty, and year of study. Quantitative survey data were collected from 135 Thai undergraduate EFL students, while qualitative data were collected from in-depth interviews with 12 participants from the same cohort. The quantitative data were analyzed by descriptive and inferential statistics, and the qualitative data were analyzed by thematic analysis. Findings revealed predominantly positive perceptions of translanguaging as a medium of instruction that could maximize comprehension, build confidence, develop critical thinking, promote a secure and familiar classroom atmosphere, support learning autonomy, and enable identity reclamation. The students valued translanguaging for its ability to promote inclusion and reduce anxiety. However, the Thai EFL students, especially those with high English proficiency, expressed concern that Thai overuse could limit English exposure and acquisition. Closer inspection also showed more positive perceptions of translanguaging among male students from both the Faculty of Education and the Faculty of Humanities compared to their female counterparts. Additionally, students from the Faculty of Humanities overall demonstrated more positive perceptions of translanguaging and its pedagogical implementation.