Google Translate-Assisted Translanguaging Practice To Enhance Primary School Students’ESL Meaning Making In Reading

Hoe Xin Yi; Maslawati Mohamad

Authors

Hoe Xin Yi Department of Social Studies, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Maslawati Mohamad Department of Social Studies, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

Keywords:

Translanguaging, ESL reading comprehension, Digital language learning, Multilingual education, Metacognitive strategy

Abstract

This study addresses the persistent decline in reading proficiency among primary school students in rural Malaysia, focusing on enhancing English as a Second Language (ESL) reading skills. The purpose is to investigate the effects of integrating AI - assisted digital translanguaging, specifically through Google Translate, on students’ reading comprehension and vocabulary development. A mixed-method case study design was employed, involving four Year 6 ESL students assessed at an intermediate language proficiency level. Data were collected through pre- and post-tests, classroom observations, interviews, and document analysis, and analyzed thematically. Results showed improvement in reading comprehension and vocabulary scores, with increased student motivation and engagement. However, challenges such as translation inaccuracies, overreliance on AI, and varied use of metacognitive strategies were evident, highlighting the importance of teacher mediation. The study concludes that Google Translate -assisted translanguaging can effectively support ESL reading development when balanced with pedagogical guidance, fostering learner autonomy and digital literacy. Recommendations include targeted teacher training and structured instructional strategies to optimize AI integration in multilingual classrooms.