Translanguaging and English Development in Saudi Arabian EFL Classrooms

Abstract

The role of learners’ first language (L1) in English as a Foreign Language (EFL) classrooms has long been debated, particularly in contexts where English-only instructional policies dominate. Recent developments in translanguaging theory have challenged monolingual assumptions by conceptualising bilingual/multilingual learners as drawing on an integrated linguistic repertoire rather than separate language systems. This study investigates the effectiveness of translanguaging practices in Saudi Arabian EFL classrooms, focusing specifically on grammar and vocabulary development. An explanatory sequential mixed methods design was adopted, combining quasi-experimental data from preparatory year students with qualitative insights from questionnaires. Findings revealed no statistically significant differences between the instructional groups overall, although descriptive performance patterns slightly favoured the translanguaging-informed classroom, particularly in vocabulary-related tasks. Students also reported positive perceptions towards the use of Arabic in the classroom, highlighting increased comprehension, reduced anxiety, and greater engagement. Situating these findings within the educational reform agenda of Saudi Vision 2030, the study argues that strategic use of Arabic can function as a pedagogical resource rather than a barrier to English acquisition. The findings contribute to ongoing debates on bilingual pedagogy and language policy in multilingual educational contexts.