Translanguaging enjoyment in Thai university classrooms

Abstract Translanguaging has emerged as a powerful pedagogical tool in multilingual education, yet its emotional dimensions remain underexplored. This study examines how Thai university students perceive translanguaging enjoyment in Chinese elective classes using Q methodology. Fifty-two undergraduate students participated in Q sorting, followed by semi-structured interviews to provide qualitative insights. Factor analysis identified three distinct perspectives on translanguaging enjoyment: (1) emotional engagement, which highlights reduced anxiety and increased participation, (2) cognitive benefits, emphasizing comprehension and metalinguistic awareness, and (3) individualized multimodal strategies, where learners integrate gestures, symbols, and digital tools. Findings suggest that translanguaging fosters both affective and cognitive engagement, reinforcing the role of positive emotions in language learning. The study offers pedagogical recommendations for incorporating structured translanguaging strategies, multimodal resources, and emotionally supportive classrooms. Additionally, policy implications highlight the need for flexible language policies and teacher training programs that embrace multilingualism.