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

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) content scaffolding , where frequent sub-mechanisms include Trans-Indication and Trans-Explanation for generating and clarifying ideas; (2) affective and motivational support , with Trans-Encouragement and Trans-Stress Soothing emerging as dominant means of building confidence and reducing anxiety; (3) cultural bridging , led by Trans-Cultural Clarification to address dialectal and cultural expressions; and (4) academic reflection in the post-writing stage , where Trans-Commenting, Trans-Evaluation and Trans-Alteration Support 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.