role of pedagogical translanguaging in developing ielts learners’ reading skills

This research aimed to investigate the impact of using pedagogical translanguaging on the development of reading comprehension skills among ielts learners. a mixed-methods design was employed, starting with an oxford placement test administered to 30 ielts candidates to ensure homogeneity. questionnaires were used to collect teachers’ and students’ perceptions of translanguaging prior to the treatment. participants were then randomly divided into control and experimental groups. a 6-day workshop on pedagogical translanguaging was conducted for 10 ielts teachers. the treatment period lasted for six sessions, and data were collected through interviews to gather opinions on pedagogical translanguaging. pre- and post-tests were administered to evaluate the impact of the intervention, and t-tests were used to compare the results between the two groups. the questionnaire responses from teachers were analyzed quantitatively, while the learners’ responses were analyzed qualitatively. the intervention group demonstrated significantly better performance in the post-tests compared to the control group. the questionnaire responses from both students and instructors highlighted additional benefits of the translanguaging strategy. based on the findings, recommendations were made for implementing translanguaging teaching strategies in the context of the ielts test. o