Translanguaging-integrated writing procedures and activities within a tertiary context in Turkiye

Translanguaging has captured attention for its capacity to augment language learning, specifically when English is learned as a foreign language, since it enables learners to fully utilize their linguistic repertoires, creating a more inclusive and efficient learning environment. However, there is a lack of study on translanguaging techniques in the Turkish context with English medium instruction (EMI) writing classrooms despite the increasing studies on translanguaging and its applications worldwide. Therefore, this study examines whether there is a significant difference between the paragraph writing performance of the participants exposed to translanguaging-integrated pre-writing brainstorming activities and the participants exposed to English-only pre-writing brainstorming activities at the tertiary level in Türkiye. Moreover, it also aims to present the EFL learners' views and experiences and the researcher/instructor's observation about implementing translanguaging during pre-writing sessions. The study employs a quasi-experimental pre-test-post-test nonequivalent groups design to assess the influence of translanguaging on the paragraph writing performance of pre-intermediate EFL learners. The participants were 41 EFL learners studying at a compulsory school of foreign languages in a tertiary-level EFL context with EMI in Türkiye, 22 of whom were in the control group while 19 were in the treatment group. The control group had pre-writing sessions with EMI and was encouraged to speak English during writing classes, whereas the treatment group had translanguaging-integrated pre-writing sessions, enabling the instructor and students to use their first language, Turkish, in the context. Both groups followed the same pacing, used the same coursebook, and completed the same paragraph writing assignments based on the writing assessment criteria prepared by the school. The quantitative and qualitative data include pre-test and post-test paragraph writing scores, open-ended questionnaires, activity reflection logs, and the researcher's journals. The findings revealed that the students in the treatment group scored higher in all the tasks, including pre-test and post-test scores, with some statistically significant differences, showing that integrating translanguaging improves the paragraph writing performance of EFL students. Providing opportunities for EFL learners to utilize their mother tongue and the target language resulted in improved academic performance for the learners to enhance their English paragraph writing, as translanguaging facilitates cooperative learning, eliminates linguistic obstacles, and enhances comprehension, fostering a nurturing learning environment. This study, consistent with Sociocultural Theory, emphasized the significance of social interaction and scaffolding in cognitive development. The findings also indicated that integrating translanguaging resulted in a change in perceptions of the writing classes, translanguaging integration, language preference in writing classes, use of the first language, benefits, and challenges of English paragraph writing, and cooperation in writing classes. Furthermore, translanguaging enabled the learners to participate actively, switch between Turkish and English, and cooperate for specific reasons. Therefore, the current research suggests that utilizing translanguaging in pre-writing activities in EFL classrooms can be an effective technique to improve language learning and enhance paragraph writing skills. Educators should consider incorporating translanguaging techniques to assist diverse learners and enhance academic achievements in multilingual contexts. Keywords: Sociocultural theory, English language teaching, tertiary level, EFL writing, translanguaging.