The Bridging Mechanism of Peer-Translanguaging in Academic Writing Essay by EFL University Students

Abstract

<title>Abstract</title> This study explores peer translanguaging as a multidimensional mediational mechanism in academic writing among EFL university students, grounded in Sociocultural Theory (SCT). Drawing on audio-recorded peer interactions from five expert–novice pairs, the study identifies four key bridging mechanisms: (1) <italic>content scaffolding</italic> , where frequent sub-mechanisms include <italic>Trans-Indication</italic> and <italic>Trans-Explanation</italic> for generating and clarifying ideas; (2) <italic>affective and motivational support</italic> , with <italic>Trans-Encouragement</italic> and <italic>Trans-Stress Soothing</italic> emerging as dominant means of building confidence and reducing anxiety; (3) <italic>cultural bridging</italic> , led by <italic>Trans-Cultural Clarification</italic> to address dialectal and cultural expressions; and (4) <italic>academic reflection in the post-writing stage</italic> , where <italic>Trans-Commenting, Trans-Evaluation and Trans-Alteration Support</italic> are widely used to co-construct feedback and revise texts. These mechanisms show that peer translanguaging is not merely incidental code-switching but a strategic, stage-sensitive, and layered mediational tool that enhances knowledge construction, emotional regulation, and intercultural understanding. The study contributes to SCT by enriching the concepts of mediation and ZPD in peer collaborative writing.

Affiliated Institutions

• University of Languages and International Studies VN
• Hue University VN

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