PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

This study examined the impact of translanguaging within a pedagogical cycle on CFL students’ listening comprehension skills in a Thai university. The study utilized a sequential mixed-methods research approach focusing on a single group with a pre-and post-test design. This intact group of 28 Thai CFL second-year college students was purposively selected as participants and underwent 10 sessions of applying translanguaging within a pedagogical cycle. The findings revealed a significant difference in participants’ pre- (x̄ =8.18) and post- (x̄ =15.68) listening comprehension tests, with “grammar and structure” and “content” as the most improved writing components. Additionally, the overall scores for the listening comprehension quiz performances showed a steady rise over time as evidenced by x̄=7.50, x̄=10.54, x̄=13.29, x̄=16.93 for the first, second, third, and fourth quizzes, respectively. Furthermore, participants perceived translanguaging as normal and respectful to L2 learners, with qualitative findings highlighting their positive reception of the intervention as a means of improving listening comprehension. The study emphasizes translanguaging as an agentive method to enrich language practices, enhance listening comprehension, and foster L2 learning, advocating for its strategic integration into pedagogical approaches. Discussions of recommendations for integrating translanguaging strategically into pedagogical approaches are also included, advocating for its broader application in language instruction.