Translanguaging through performance

Comparative repetition pedagogy in Arabic–English university EFL classrooms

Bibliographic Data

ID22422281
AuthorsMohammed Hassan Alshaikhi (0009-0002-2219-147X, University of Tabuk, corresponding author)
Year2026
Publication date2026-04-24
Open AccessYes
TypeARTICLE
VenueLanguage Teaching Research (JOURNAL)
Journal identifiersISSN: 1362-1688 • E-ISSN: 1477-0954
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/13621688261443632
OpenAlexW7155510865
LanguageEN
References cited27

Spoken communication remains limited in many Arabic-speaking university English as a foreign language (EFL) settings, where accuracy often outweighs experimentation. This study examines comparative repetition pedagogy (CRP), a bilingual instructional framework developed by Alshaikhi, integrating drama, role play, and task-based reflection. A longitudinal mixed-methods design was implemented with 120 male English-major students in Saudi Arabia. Quantitative data were collected through a willingness to communicate questionnaire, and qualitative data included observations, reflection logs, bilingual adaptations, and two semi-structured teacher interviews. Findings indicate increased willingness to communicate and emerging rhetorical awareness, though these patterns should be interpreted cautiously within the study’s contextual and sampling constraints. While the study does not claim transformative outcomes, CRP appears to create structured opportunities for bilingual reflection and performance. Further research is needed to examine its relevance across learner groups, languages, and institutional contexts.

Foreign language · Multilingualism · Qualitative research · Rhetorical question · Transformative learning · Translanguaging · Willingness to communicate · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching