Translanguaging in Higher Education: How Self-Efficacy and Self-Regulation Shape Perceptions

Translanguaging is gaining recognition as an effective teaching method in English-medium instruction (EMI), especially in higher education where English is a foreign language. However, few studies have explored the relationships among translanguaging, self-efficacy, and self-regulated learning (SRL)—factors important for student success. This study examined students’ attitudes toward translanguaging alongside their self-efficacy and SRL in an EMI setting. Data from 306 Taiwanese university students were analyzed using an exploratory factor analysis (EFA) to identify key components of self-efficacy, SRL, and translanguaging scales. Structural equation modeling (SEM) was then applied to data from 192 students to explore the relationships among these factors. Results showed self-efficacy as a separate construct, while SRL consisted of three parts: Strategy Application and Evaluation, Goal Setting and Management, and Environment Structure and Learning. Translanguaging is divided into two categories: Student Acceptance of Translanguaging and Translanguaging as a Practice. The study highlights SRL’s crucial role in shaping attitudes toward translanguaging and suggests that boosting both self-efficacy and SRL can improve student engagement in translanguaging practices.