Translanguaging Practices in Written Peer Feedback: A Case Study in a Second Language Writing Class in Indonesia

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Translanguaging facilitated negotiation of meaning in peer feedback, enhancing students' learning experiences.
Students reported a positive perception of translanguaging, acknowledging its support in understanding writing components.
Qualitative data included written peer-feedback and discussions from focus groups, sourced from thirty students.
The findings indicate potential benefits of incorporating translanguaging into EFL writing instruction.

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Qualitative analysis explores how translanguaging enhances peer feedback in multilingual EFL contexts, suggesting benefits for writing instruction.

Sari et al. (2025) studied this question.

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Qualitative analysis explores how translanguaging enhances peer feedback in multilingual EFL contexts, suggesting benefits for writing instruction.