Abstract

Despite the recognized potential of translanguaging in bilingual education, substantial research gaps persist regarding the specific mechanisms through which students employ translanguaging to interpret complex English texts and the extent to which digital technologies facilitate this process. This study investigates the role of translanguaging in enhancing Thai undergraduate students' comprehension of English texts within digital storytelling language instruction, employing a mixed-methods approach grounded in translanguaging theory and Krashen's Optimal Input Hypothesis. Quantitative data analysis from Likert-scale surveys revealed a high reliance on Thai for understanding English texts, with an overall mean score of 3.79 (SD = 0.67), and key behaviors including using Thai for complex vocabulary (M = 4.26, SD = 0.83) and checking comprehension (M = 4.13, SD = 0.87). Exploratory Factor Analysis identified two key factors, including Comprehension and Confidence (32.28%) and Comprehension and Anxiety Reduction (19.19%), together explaining 51.47% of the variance. Path analysis showed that comprehension and confidence positively influenced translanguaging behaviors (β = 0.9532, p < 0.001). Qualitative data from narrative frames and student artifacts supported these findings, revealing five key themes in translanguaging behaviors, including translation, comparison, comprehension, and summarization, which students used to navigate complex English texts and reduce anxiety. These findings emphasize the effectiveness of translanguaging and digital storytelling in promoting English language acquisition in EFL contexts.