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Article published In: Journal of Asian Pacific Communication
Vol. 36:1 (2026) ► pp.107–133

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Translanguaging enjoyment in Thai university classrooms

A Q methodology approach to Chinese language learning

 | Independent researcher
ORCiD logo with link | Independent researcher
Published online: 15 January 2026
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https://doi.org/10.1075/japc.25029.wan
Abstract
Translanguaging has emerged as a powerful pedagogical tool in multilingual education, yet its emotional dimensions remain underexplored. This study examines how Thai university students perceive translanguaging enjoyment in Chinese elective classes using Q methodology. Fifty-two undergraduate students participated in Q sorting, followed by semi-structured interviews to provide qualitative insights. Factor analysis identified three distinct perspectives on translanguaging enjoyment: (1) emotional engagement, which highlights reduced anxiety and increased participation, (2) cognitive benefits, emphasizing comprehension and metalinguistic awareness, and (3) individualized multimodal strategies, where learners integrate gestures, symbols, and digital tools. Findings suggest that translanguaging fosters both affective and cognitive engagement, reinforcing the role of positive emotions in language learning. The study offers pedagogical recommendations for incorporating structured translanguaging strategies, multimodal resources, and emotionally supportive classrooms. Additionally, policy implications highlight the need for flexible language policies and teacher training programs that embrace multilingualism.
Article outline
  • 1.Introduction
    • Research question
  • 2.Literature review
    • 2.1Conceptualizing translanguaging enjoyment
    • 2.2Dimensions of translanguaging enjoyment
    • 2.3Translanguaging: A recipe for enjoyable learning
  • 3.Methodology
    • 3.1Developing the Q sample
    • 3.2Obtaining the P sample
      • 3.2.1Description of the translanguaging-based Chinese course
    • 3.3Q sorting
    • 3.4Data analysis
  • 4.Results
    • 4.1Factor 1: Enthusiasm for multilingual learning
    • 4.2Factor 2: Cognitive benefits of translanguaging
    • 4.3Factor 3: Individual preferences and multimodal strategies
  • 5.Discussion
  • 6.Conclusion
  • Acknowledgments
  • References
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