ISSN: 2222-6990
Open access
This qualitative inquiry explores the role of translanguaging as a motivational scaffold for international postgraduate students within the English-medium instruction (EMI) environment of a Private Higher Educational Institution (PHEI). Despite the prevalence of "English-only" institutional norms, many students utilize their full linguistic repertoires to manage the cognitive demands of advanced research and complex coursework. Grounded in Vygotsky’s Zone of Proximal Development (ZPD) and Self-Determination Theory (SDT), the study examines how these translingual practices fulfill the basic psychological needs of autonomy, competence, and relatedness. Data were collected through semi-structured interviews with 10–15 international postgraduates and analyzed using thematic analysis. The findings indicate that translanguaging serves as a critical "support beam," lowering the affective filter and preventing "cognitive freezing" during high-stakes academic tasks. Furthermore, the study identifies an emerging trend of "high-tech translanguaging," where students utilize wearable AI and digital platforms—such as AR translation glasses and simultaneous interpretation earbuds—to scaffold their learning. The research concludes that embracing linguistic flexibility is a strategic necessity for PHEIs to enhance student retention, satisfaction, and academic success in a globalized economy.
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