| dc.description.abstract | The purpose of this study is to find out (1) identify the types of translanguaging strategies utilized by students and lecturers during communicative practices in EFL classes, as well as to examine how these strategies facilitate understanding and engagement. Furthermore, this study aims to (2) determine the language variations used by students and lecturers, including the use of mother tongues, dialects, and English varieties, to understand their role in classroom interactions. Finally, this research (3) assesses the benefits of language variation and translanguaging in enhancing communicative practices, including their impact on student participation, comprehension, and overall language development in the EFL context. This research employs a qualitative method. The findings indicate that lecturers predominantly use language style (16 data) as a form of language variation, reflecting their personal communication approaches. In terms of translanguaging, personal translanguaging (20 data) is the most common, indicating a natural integration of various linguistic resources. The study highlights that both language variation and translanguaging significantly improve communication, comprehension, and student engagement. Lecturers and students reported that these practices facilitate the expression of complex ideas, increase confidence, and foster a more inclusive learning environment. Further discussion will address the implications of these findings for learning and teaching practices and curriculum development. | en_US |
