This study aims to explore students’ perspectives on translanguaging practices in English as a Foreign Language (EFL) classrooms. Translanguaging the flexible use of students’ full linguistic resources is considered an inclusive and supportive pedagogical approach in multilingual learning contexts. Employing a qualitative phenomenological method, this research involved seven final-semester students from the English Education Program at UIN Walisongo Semarang. Data were collected through in-depth interviews and focus group discussions (FGDs), then analyzed using thematic analysis. The findings reveal that most students perceive translanguaging as a strategy that aids in comprehending complex concepts, reduces language anxiety, and enhances confidence in using English. However, some concerns were raised regarding over-reliance on the mother tongue, which might hinder the development of English proficiency. The study highlights the need for a balanced and purposeful implementation of translanguaging to maximize its educational benefits. These insights contribute to the advancement of more inclusive, student-centered approaches in language education.
Keywords: EFL learning,language anxiety, mother tongue,student perception, translanguaging.