Translanguaging pedagogy on the digital stage: exploring Chinese undergraduates' English grammar learning through DingTalk platform

In the wake of the digital stage, the landscape of education transformed radically, propelling educators and students into the realm of virtual learning. As language educators reimagined pedagogy for remote environments, this study explores the synergy of translanguaging pedagogy and DingTalk to enhance Chinese undergraduates’ English grammar learning. Translanguaging encourages learners to mobilize their full linguistic repertoires to support comprehension and cognitive flexibility. DingTalk offers multimodal, synchronous and asynchronous affordances for interaction, feedback, and collaboration. This study aims to assess the efficacy and student perceptions of a DingTalk-based translanguaging teaching method in improving English grammar performance among Chinese undergraduates, and to investigate learners’ perspectives on this novel approach. Research Question 1: Does the DingTalk-based translanguaging method significantly impact English grammar scores compared to traditional instruction? Research Question 2: What are students’ perspectives on the DingTalk-implemented translanguaging method?

Translanguaging in language education reframes learners’ linguistic resources as assets for learning, promoting deeper comprehension, cognitive flexibility, and cultural understanding. Prior work advocates leveraging students’ L1 in EFL contexts and notes generally positive stakeholder attitudes, though outcomes depend on motivation, agency, self-efficacy, and awareness. The digital revolution expanded online language learning; DingTalk emerged as a multifunctional platform enabling real-time communication, collaboration, and multimedia integration, with studies reporting reduced anxiety and improved performance in writing tasks and identifying both strengths and areas for innovation in online course delivery. The pandemic catalyzed innovations such as flipped classrooms, gamification, and multimedia integration to sustain engagement. For Chinese undergraduates’ English grammar, traditional rule-based methods coexist with communicative and technology-integrated approaches; challenges include L1 interference and exam-oriented learning, highlighting the need for personalized, tech-mediated strategies. Despite extensive work on translanguaging and online learning, applications of translanguaging via DingTalk to support English grammar learning in Chinese undergraduates remain underexplored.

Design: Mixed-methods study with a quasi-experimental quantitative phase and a qualitative phase. Two intact classes (experimental vs control) were compared over a 12-week instruction period. The control class received standard English grammar instruction using a PPP approach, while the experimental class received DingTalk-based translanguaging instruction. Participants: N=58 Chinese sophomore English majors (ages 19–20), allocated to experimental (n=29) and control (n=29) classes. Two experienced grammar professors taught the classes (one per class). Pre- and post-tests were scored by two trained raters using explicit rubrics to ensure reliability. Setting: Faculty of Foreign Languages, Harbin City, during the digital era requiring integration of a modern online platform (DingTalk). Instruments and procedure: (1) English Proficiency Test (baseline equivalence). (2) Grammar examination (20-point test; 30 minutes), administered as pre-test and post-test to both classes. (3) Semi-structured interviews with students from the experimental class after 11 weeks of exposure to the DingTalk-based translanguaging method to probe perceptions and experiences. Data analysis: Quantitative analyses using SPSS 27.0 included independent-samples t-tests to compare classes on pre- and post-tests and paired-samples t-tests within classes across time. Qualitative data from interviews were thematically analyzed to extract themes about perceived effectiveness, feedback, and the role of L1/L2 use on DingTalk.

• Sample and duration: 58 undergraduates (29 experimental, 29 control), 12-week intervention; grammar test total 20 points, 30-minute limit. - Baseline equivalence: Pre-test means were comparable: Control M=12.9655 (SD=1.54649), Experimental M=13.1724 (SD=2.03222); independent-samples t-test: Levene’s F=2.028, p=0.160; t(56)=0.436, p=0.664 (ns). - Post-test between-group difference: Control M=12.9828 (SD=1.49692), Experimental M=14.1207 (SD=1.69377); mean difference=1.13793 points favoring experimental. Independent-samples t-test: Levene’s F=0.482, p=0.490; t(56)=2.711, p=0.009 (significant). - Within-group changes: Experimental class improved from M=13.1724 to M=14.1207; paired difference=-0.94828 (pre minus post), SD=0.48816; t(28)=-10.461, p=0.000; 95% CI [-1.13396, -0.76259] (significant improvement). Control class showed minimal change from M=12.9655 to M=12.9828; paired difference=-0.01724, SD=0.31290; t(28)=-0.297, p=0.769; 95% CI [-0.13626, -0.10178] (not significant). - Qualitative findings: Students reported that translanguaging explanations (Mandarin for complex grammar, English for supplementary instruction) clarified difficult concepts; real-time and post-class feedback/corrections via DingTalk improved accuracy and efficiency; blended online/offline interactions supported timely error correction and acquisition of sentence patterns and structures. Representative sentiments emphasized immediate feedback, clearer understanding through bilingual scaffolding, and improved writing of correct sentences.

The DingTalk-based translanguaging approach significantly enhanced English grammar proficiency relative to traditional PPP instruction, with statistically significant post-test gains and within-group improvement in the experimental class. Using Mandarin as a cognitive bridge supported comprehension and application of English grammar, aligning with prior research on translanguaging’s pedagogical benefits. Qualitative insights indicated cognitive and emotional benefits: clearer grasp of complex grammar, improved retention, and appreciation of immediate, formative feedback enabled by DingTalk. These findings resonate with sociocultural learning perspectives emphasizing mediation and scaffolding, and with formative assessment literature underscoring the role of timely feedback. The study situates DingTalk within broader digital and extramural learning trends, highlighting how multimodal, interactive, and data-supported platforms extend learning beyond class time. It connects to research on explicit grammar instruction and multilingualism, suggesting that learners with rich L1 resources can leverage translanguaging to build metalinguistic awareness and accuracy. Practically, integrating translanguaging with digital platforms can help educators clarify difficult concepts using students’ L1, support continuous assessment, and foster inclusive, interactive environments. Theoretically, the study bridges translanguaging frameworks with technology-enhanced language learning, demonstrating practical implementation pathways and reinforcing the value of students’ linguistic repertoires in digital, multilingual contexts.

Integrating translanguaging pedagogy with the DingTalk platform yields measurable gains in English grammar proficiency among Chinese undergraduates and positively shapes learners’ experiences. Quantitative results showed significant improvements in the experimental class, while qualitative findings highlighted bilingual scaffolding and immediate feedback as key mechanisms. Beyond grammar, the study underscores translanguaging’s potential to move beyond monolingual norms, align with socioconstructivist principles, and harness technology to create engaging, inclusive learning. The work provides a model for language instruction during and beyond remote learning, encouraging educators to leverage students’ linguistic identities and digital tools. Future research should examine long-term impacts, scalability across contexts, and broader language competencies, and explore emerging technologies to further personalize and sustain learning.

• Quasi-experimental design limits control over confounding variables; intact classes and instructor differences may influence outcomes. - Sample size (N=58) and single institutional context constrain generalizability; broader, more diverse samples are needed. - Intervention duration (12 weeks) may not capture long-term retention or transfer; longitudinal studies are warranted. - Outcome measures focused on grammar tests; future work should include broader language competencies and communicative abilities. - Implementation challenges include technology access and usability, variability in digital literacy, managing linguistic diversity, need for teacher training in translanguaging, and alignment of assessment with translanguaging practices.