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Article published In: Translation and Translanguaging in Multilingual Contexts
Vol. 12:1 (2026) ► pp.48–75

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The role of translanguaging in shaping L2 motivation

A study of multilingual EFL learners

 | The Ohio State University
 | Florida Gulf Coast University
Published online: 4 December 2025
DOI logo with link
https://doi.org/10.1075/ttmc.00177.ozk
Abstract
This study explores the relationship between translanguaging practices and language learning motivation among multilingual English learners in Türkiye, using the L2 Motivational Self System as a guiding framework. By adopting a quantitative approach, it examines how learners’ use of their full linguistic repertoires influences their English learning experiences and motivational self-concepts. The results indicate that translanguaging is positively associated with learners’ engagement and idealized visions of themselves as English users, while the connection with externally driven expectations is less evident. These results highlight the motivational affordances of translanguaging in EFL contexts and underscore the importance of legitimizing such practices not only as pedagogical strategies but also as essential components of language learners’ identity and motivation in TESOL.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Conceptualizing translanguaging in TESOL
    • 2.2Empirical research on translanguaging
    • 2.3L2 Motivational Self System
  • 3.Methodology
    • 3.1Research design
    • 3.2Context and sampling
    • 3.3Researcher positionality
    • 3.4Data collection and instruments
    • 3.5Data analysis
  • 4.Results
    • 4.1Internal reliability and normality check
    • 4.2Descriptive statistics
      • 4.2.1Translanguaging practices
      • 4.2.2English learning experience
      • 4.2.3Ideal L2 Self
      • 4.2.4Ought-to L2 Self
    • 4.3Inspection of linearity
    • 4.4Correlation analysis
    • 4.5Regression analyses
  • 5.Discussion
  • 6.Pedagogical implications
    • 6.1Encouraging multilingual summarization
    • 6.2Supporting multilingual note-taking and annotation
    • 6.3Leveraging multilingual and multimodal resources
    • 6.4Promoting comparative linguistic analyses
    • 6.5Developing culturally responsive teaching practices
    • 6.6Expanding pedagogical flexibility
  • 7.Limitations and suggestions for future research
  • 8.Conclusion
  • References
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