This study explores Saudi students' perceptions of translanguaging practices in English for Specific Purposes (ESP) classrooms, specifically where English is not the native language of the students. A mixed-methods approach was used, including surveys, observations, and interviews with students from multiple departments, to assess their views on the benefits of bilingual teaching in ESP. Findings indicate that students generally perceive translanguaging positively, seeing it as a helpful strategy for comprehending complex terminology and ESP concepts. Many students find bilingual instruction, which includes both Arabic and English, enhances their engagement and understanding, making them more comfortable in the learning environment.
Quantitative analysis of students’ responses revealed a significant preference for teachers' use of Arabic to explain complex concepts and manage classroom activities. Most participants reported that such practices improved their motivation and facilitated better retention of academic vocabulary. Qualitative data from classroom observations and interviews also supported these findings, with students noting that translanguaging allows them to express needs and clarifications more effectively, which, in turn, strengthens classroom engagement. However, some concerns were expressed, particularly that reliance on Arabic could hinder their English language proficiency and recall of technical terms in professional settings.
The study highlights that students view translanguaging as a beneficial pedagogical tool, particularly in enhancing comprehension and class participation in ESP contexts. Nevertheless, it also reveals a need for balanced implementation to avoid over-reliance on Arabic, which could undermine L2 competence. The findings suggest implications for designing ESP courses that acknowledge the advantages of bilingual practices while preparing students for professional environments requiring English proficiency.