Overcoming Language Anxiety: The Role of Translanguaging Strategy in Reducing Anxiety Among English Learners

Year 2025, Volume: 9 Issue: 2, 163 - 189, 29.12.2025

Ömer Gökhan Ulum

https://doi.org/10.51726/jlr.1715970

Abstract

This study examines the effects of translanguaging strategies on foreign language anxiety, language performance, and learner perceptions among Turkish primary school English as a Foreign Language (EFL) students. Drawing on sociocultural theory, the affective filter hypothesis, and translanguaging pedagogy, a quasi-experimental design was implemented with 60 fifth- and sixth-grade students divided into treatment and control groups. The treatment group received bilingual instructional support, while the control group followed English-only instruction. Quantitative findings revealed significant improvements in listening, speaking, reading, and vocabulary skills, along with a substantial reduction in anxiety levels among the treatment group. Qualitative data from focus group interviews highlighted increased confidence, emotional comfort, and preference for bilingual instruction. The results underscore the cognitive and affective benefits of integrating students’ L1 in English instruction and advocate for a more inclusive, emotionally supportive language learning environment. The study offers critical implications for EFL pedagogy, teacher training, and language policy in multilingual primary education contexts.

Keywords

Translanguaging , foreign language anxiety , young learners , bilingual instruction , language learning motivation

Dil Kaygısını Aşmak: Diller Arası Geçiş Stratejisinin İngilizce Öğrencilerinde Kaygı Azaltma Sürecindeki Rolü

Abstract

Bu çalışma, Diller Arası Geçiş (translanguaging) stratejilerinin yabancı dil kaygısı, dil performansı ve öğrenen algıları üzerindeki etkisini Türkiye’deki ilkokul düzeyindeki İngilizce öğrencileri arasında incelemektedir. Sosyokültürel kuram, duyuşsal filtre hipotezi ve Diller Arası Geçiş (translanguaging) pedagojisinden hareketle, 60 beşinci ve altıncı sınıf öğrencisinin yer aldığı yarı-deneysel bir desen uygulanmıştır. Deney grubuna iki dilli öğretim desteği sağlanırken, kontrol grubu yalnızca İngilizce odaklı öğretim almıştır. Nicel bulgular, deney grubunda dinleme, konuşma, okuma ve kelime bilgisi becerilerinde anlamlı gelişmeler ile birlikte kaygı düzeylerinde önemli bir azalma olduğunu göstermiştir. Odak grup görüşmelerinden elde edilen nitel veriler ise öğrencilerin artan özgüveni, duygusal rahatlığı ve iki dilli öğretime yönelik olumlu tutumlarını ortaya koymuştur. Sonuçlar, öğrencilerin anadilinin İngilizce öğretiminde bilişsel ve duyuşsal açıdan destekleyici bir unsur olduğunu vurgulamakta ve çok dilli ilkokul bağlamlarında daha kapsayıcı, duygusal açıdan destekleyici bir öğrenme ortamının gerekliliğine işaret etmektedir.

Keywords

Diller Arası Geçiş (translanguaging) , yabancı dil kaygısı , genç öğrenciler , iki dilli öğretim , dil öğrenme motivasyonu

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