The Use of Translanguaging Pedagogy in Writing Classes of Turkish EFL Learners

Despite the blurred boundaries among languages and classroom evidence contrary to implementation of monolingual pedagogies, dominance policies for teaching foreign continues persist. To provide language learners with an appropriate bilingual pedagogy target one most challenging second (L2) skills, this study aimed explore role translanguaging (TP) in writing classes participants’ perceptions regarding its English as a (EFL) context. The participants (n=63) at prep school state university were assigned control two experimental groups. Throughout semester, first group was exposed TP their classes, whereas learned through instructional cycle excluding mother tongue (L1). had product-focused English-only classes. Quantitative data collected via four in-class tasks (WTs) from three groups analysed using inferential statistics. A weekly questionnaire groups’ conducted. results revealed significant gains task achievement, lexical grammatical range accuracy, cohesion coherence favouring found useful helping them improve variety aspects