Keywords
English as a Foreign Language
student gratitude
mindset
multilingual education
southern Thailand
How to Cite
Abstract
This study examines translanguaging practices and their impact on student gratitude, mindset, and cognition in Southern Thai English as a Foreign Language (EFL) classrooms. A survey was conducted with 565 secondary and high school students from private Islamic and public schools in Pattani, Yala, and Narathiwat, where Pattani Malay (Yawi) is widely spoken. Findings show that strategic use of translanguaging significantly enhances student gratitude, confidence, and classroom engagement. Using both students’ first language and English helped clarify concepts and increase participation. While students generally displayed a growth mindset and motivation through peer success, public failure persisted, indicating a need for more supportive learning environments. The study highlights the benefits of asset-based, multilingual approaches and recommends policy reform, teacher training, and bilingual learning materials to better support multilingual learners in Thailand.
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