مشخصات پژوهش

In recent years, the study of language learning has increasingly embraced the notion that language acquisition does not solely depend on the explicit teaching of grammar and vocabulary but also on the affective and cognitive environments created in the classroom. Among the various approaches to enhance language learning, translanguaging, an instructional practice that allows students to draw on their full linguistic repertoire, including both their first language (L1) and second language (L2), has gained considerable attention (Garcia, 2011). Translanguaging not only supports learners’ understanding of content but may also contribute to reducing language learning anxiety, improving writing skills, and fostering a more enjoyable classroom atmosphere (Garcia & Wei, 2014; Wei, 2018). However, the effects of translanguaging on these outcomes, particularly in the context of Iraqi EFL (English as a Foreign Language) learners, have not been thoroughly explored. The practice of translanguaging—where bilingual or multilingual individuals draw from their entire linguistic repertoire in learning contexts—has become increasingly recognized as an effective pedagogical strategy in second language acquisition (SLA) (García & Wei, 2014). Translanguaging challenges the traditional monolingual model of language learning and promotes a more fluid and dynamic approach to language use, empowering learners to utilize both their first language (L1) and second language (L2) in a meaningful way (Wei, 2022). In foreign language classrooms, translanguaging is considered a powerful tool for fostering learner engagement and enhancing academic performance (Celic & Seltzer, 2011; Canagarajah, 2013). However, research on the specific impact of translanguaging on writing performance, classroom enjoyment, and language anxiety in the context of Iraqi high school learners is scarce. Iraqi EFL learners face various challenges in their language learning journey, including a lack of confidence, difficult