Introduction

In the wake of the digital stage, the landscape of education transformed radically, propelling educators and students into the realm of virtual learning (Chen and Hsu, 2021; Cretu and Ho, 2023). As the physical classroom dissolved into digital pixels, language educators faced a unique challenge: how to maintain the effectiveness of language instruction in a remote environment, preserving the interactive and communicative essence that underpins language learning. This study delves into a pioneering endeavour, exploring the potent synergy of translanguaging pedagogy and the dynamic digital platform, DingTalk, to enhance Chinese undergraduates’ English grammar learning. Educational institutions worldwide grappled with the necessity of remote instruction as lockdowns shuttered campuses (Ali, 2020; Tilak and Kumar, 2022). Language education, traditionally rooted in face-to-face interactions and immersive experiences, stood at a crossroads (Bonk et al., 2021). As Chinese undergraduates embarked on their English language learning journey from homes and dorm rooms, educators were tasked with reimagining pedagogical strategies that could effectively bridge the virtual divide.

Amidst the turmoil, the concept of translanguaging emerged as a beacon of pedagogical innovation (Kiraly and Hernández, 2023). Translanguaging encourages learners to embrace their entire linguistic repertoire, dissolving the rigid boundaries between languages and harnessing the inherent cognitive benefits of multilingualism (Almahmoud, 2021; Tîrnovan, 2023). It has the potential to reshape language education paradigms by cultivating deeper comprehension, critical thinking, and cultural sensitivity (Rahmadani, 2023). Nestled within this educational transformation was the dynamic platform, DingTalk. Known for its versatility, DingTalk seamlessly transitions between synchronous and asynchronous interactions, facilitating real-time discussions, multimedia integration, and collaborative projects (Huang et al., 2023). Its virtual stage bore witness to the unfolding experiment, where Chinese undergraduates navigated English grammar instruction through the lens of translanguaging.

This study embarks on a journey to explore the nexus of these two powerful forces: translanguaging pedagogy and DingTalk’s virtual stage. The objective of this study is to assess the efficacy and student perceptions of the DingTalk based Translanguaging teaching method in enhancing English Grammar performance among Chinese undergraduate students. Furthermore, it seeks to investigate the perspectives and opinions of students on this novel pedagogical method. Beyond the immediate context of digital stage, this research harbours the potential to reshape language pedagogy, offering an innovative model that amalgamates traditional methods with cutting-edge technology.

Literature review

Translanguaging in language education

Translanguaging, a concept derived from sociolinguistics and bilingualism studies, challenges conventional language limits and promotes the deliberate use of multiple languages to improve learning (Cenoz and Gorter, 2020; García and Kleifgen, 2020). Translanguaging proponents argue that learners’ native languages should and may have a substantial impact on their learning of new languages in the context of foreign language instruction (Li, 2022). Educators are increasingly acknowledging the potential of technology to close the divide between students’ linguistic backgrounds and formal language training (Yuan and Yang, 2023). Translanguaging fosters deeper comprehension, cognitive flexibility, and cultural understanding (Azevedo-Gomes et al., 2021; Yüzlü and Dikilitaş, 2022). Researchers like Charamba (2022) and Rajendram (2022) have championed translanguaging as a pedagogical approach that leverages students’ linguistic repertoires to facilitate language learning and promote critical thinking. The study by Liu and Fang (2022) examines the evolving concept of translanguaging in the context of multilingualism and foreign language education, highlighting positive stakeholder attitudes and suggesting practical implications for redefining language policies and utilising students’ native languages in English language instruction. Sun and Zhang (2022) employ a mixed-method approach to investigate the effects of translanguaging in online peer feedback on the writing proficiency of Chinese university students. The findings indicate that translanguaging initially exhibits a positive impact on writing performance. Nevertheless, the study highlights the intricate interaction of elements such as motivation, agency, self-efficacy, and translanguaging awareness in promoting successful language practice.

Online language learning platforms and DingTalk

The digital revolution has opened new avenues for language education (Collins and Halverson, 2018). DingTalk, a multifunctional platform developed by Alibaba, emerged as a powerful tool in the digital stage (Gao and Zhang, 2020; Valentina et al., 2022). Offering real-time communication, collaboration features, and multimedia integration, DingTalk has facilitated the transition to virtual classrooms (Adipat et al., 2021; Chen et al., 2021). It enables educators to engage students asynchronously or synchronously, creating opportunities for interactive language learning beyond traditional classroom confines (Kurni and Srinivasa, 2021). Online collaborative prewriting through DingTalk improves writing performance, decreases anxiety, and garners favourable student attitudes, according to Huang et al. (2021) who study the effects on EFL learners’ writing anxiety and performance. The study conducted by Jin (2020) investigates the utilisation and efficacy of computer-based online instruction, specifically through the application of DingTalk, within a higher education environment amidst the pandemic. The findings of the study shed light on the positive aspects of course design and teacher characteristics, while also identifying areas that require enhancement in terms of practical teaching and innovation.

Language education in the digital stage: challenges and innovations

The digital stage necessitated a re-evaluation of language education (Al-Bargi, 2021). As face-to-face interactions diminished, educators faced challenges in maintaining learner engagement and effective pedagogy (Tamah et al., 2020; Neuwirth et al., 2021). However, the crisis also spurred innovative strategies. Flipped classrooms, gamification, and multimedia integration emerged as ways to sustain interaction and motivation (Azar and Tan, 2020; Haryudin and Imanullah, 2021; Salvador, 2021; Inayati and Waloyo, 2022; Burlacu et al., 2023; Menggo et al., 2023; Tang et al., 2023). These approaches reinvigorated the role of technology in language education and set the stage for exploring platforms like DingTalk for immersive language learning experiences.

Translanguaging in multilingual contexts: chinese undergraduates and english grammar

Research on translanguaging has predominantly focused on bilingual and multilingual contexts. The literature surrounding Chinese undergraduates’ English grammar learning underscores the significance of instructional strategies tailored to their linguistic and cultural context (Bai et al., 2021). Traditional approaches emphasising rule-based instruction are juxtaposed with contemporary methods like communicative language teaching, reflecting a dynamic pedagogical landscape (Tyler, 2012). Challenges stemming from interference of first language structures and examination-oriented learning methods are recognised, prompting a call for personalised and technology-integrated approaches (Güneyli et al., 2023). The interplay between metacognitive strategies, learner motivation, and self-regulation emerges as a critical factor in optimising grammar acquisition (Wongdaeng, 2022). In the case of Chinese undergraduates learning English grammar, the potential application of translanguaging strategies remains underexplored (Fang and Liu, 2020). Chinese learners often possess rich linguistic repertoires, including Mandarin and regional dialects (Duff et al., 2013). Leveraging these resources through translanguaging may yield deeper understanding and engagement, particularly when integrated within digital platforms like DingTalk.

Although there is a vast amount of literature on translanguaging and online language learning, there is a lack of study examining how translanguaging concepts might be applied on DingTalk to enhance Chinese undergraduates’ English grammar learning.

Research methodology

Procedure design

The objective of this investigation was to evaluate the efficacy of the DingTalk-based Translanguaging method of instruction in improving the English grammar proficiency of Chinese undergraduates during the digital stage. This investigation is divided into two distinct temporal periods. In order to resolve the initial research question, the quantitative portion implemented a quasi-experimental methodology. During the second phase, a qualitative methodology was implemented to study research question 2. The researcher initiated the study by administering pre-tests in the form of an English grammar assessment and subsequently collecting the students’ results. This was done prior to the implementation of the treatment. During the course of the lesson, the control class was instructed in English grammar, while the experimental class was instructed using a Translanguaging approach that was based on DingTalk. This study aims to explore the potential of combining translanguaging with DingTalk, shedding light on its impact on Chinese undergraduates’ English grammar learning and solve the following research questions.

Research Question 1: Does the DingTalk based Translanguaging teaching method have a substantial impact on the English Grammar scores of Chinese students compared to those who do not get this intervention?

Research Question 2: What are the students’ perspectives on the Translanguaging method of instruction that is implemented through DingTalk?

Research place

This research was conducted at the prestigious Faculty of Foreign Languages in Harbin City, renowned for its exceptional coordination of language courses. The faculty was fully committed to offering students exceptional language learning options and ensuring equal access to top-notch language sessions. It is noteworthy that the investigation was conducted during the digital era, necessitating the integration of a state-of-the-art online learning medium into conventional instruction. As the field of language education evolved, the teaching of English grammar was inextricably linked to the utilisation of this advanced online network platform. Therefore, the researcher deliberately chose to perform the study in this place.

Research participants

A total of 58 Chinese sophomores who met the rigorous eligibility criteria were chosen to participate in the investigation. These diligent students, now in their sophomore year of their bachelor’s degree and pursuing English as their major, exemplify individuals committed to attaining excellence in the field of language. Their ages span from 19 to 20. The determination of the sample size was conducted by a rigorous power analysis, following the criteria of Williams (2007) which recommend a minimum of 15 persons per group for experimental research. Therefore, the sample size of 58 was deemed sufficient to ensure the experiment’s robustness. The principal analytical tool applied in this study was SPSS 27.0, selected for its capacity to guarantee the precision and correctness of the crucial analyses.

The study was conducted by two proficient professors who possess extensive expertise in the domain of English grammar. A sole instructor oversaw the control class and implemented a comprehensive strategy to teaching English. On the other hand, a separate teacher used DingTalk and the translanguaging pedagogical approach to lead the experimental class. In order to guarantee the fairness and trustworthiness of the evaluation process in the study, the English grammar assessments, which included both the pre-test and post-test, were meticulously graded by two seasoned raters. Both raters were given precise instructions to evaluate the samples using explicitly defined rubrics, guaranteeing that their assessments were consistent and unbiased.

Instrumentation

English Proficiency Test

It was critical to ensure the experimental and control classes were equivalent before administering any treatments. This would allow the researcher to establish comparisons between the two classes and enhance their comprehension of the data for both classes. All study participants were required to take an English Proficiency Test (EPT) before the trial began to guarantee that their level of English proficiency was comparable to that of the control and experimental classes. By taking this approach, we hoped to ensure that the two classes of Chinese undergraduates would have comparable levels of English ability, strengthen our control over the experimental variables, and lessen the likelihood of interference.

Grammar examination

To conduct a quantitative analysis on the English grammar examination results, the statistical software SPSS 27.0 was employed. Each of the two classes—the experimental and the control—was given an English grammar examination to complete before the actual lesson began. Both cohorts of students are obligated to take an English grammar evaluation, which must be finished within a 30-min timeframe. After 12 weeks of instruction, students in both the experimental class (who were taught English grammar using the DingTalk-based Translanguaging method) and the control class (who were taught English grammar using the normal PPP strategy) took a post-test. The completion of the test was mandatory within a specified time frame of 30 min.

Semi-structured interview

During the qualitative phase, interviews were carried out with the students to have a better grasp of their perspectives and opinions on the utilisation of the DingTalk translanguaging teaching technique. The experimental class was the only one that participated in the interviews; for 11 weeks, they were exposed to the DingTalk-based Translanguaging method of instruction.

Data analysis

The quantitative portion of the study involved comparing pre- and post-test scores on an English grammar component using SPSS 27.0 and relevant statistical procedures. Careful attention to detail was maintained throughout the assessment. The goal of the study was to compare the two classes’ grammar learning results and determine whether the experimental class showed any significant progress. The qualitative phase involved a thorough study of the participant interview data using the method of theme analysis. A comprehensive analysis was conducted on the interview transcripts in order to extract themes that illuminate the participants’ perspectives and experiences on the novel pedagogical method known as DingTalk-based Translanguaging. The purpose of this mixed-methods study is to assess, in depth, how DingTalk-based Translanguaging has affected the grammar proficiency of Chinese undergraduates. Substantial empirical evidence and enhanced study findings were produced by combining quantitative data analysis with qualitative insights gained from interviews.

DingTalk platform and English grammar learning

Platform design features

DingTalk, as a multifunctional platform, offers several design features that enhance its suitability for educational purposes, particularly in the context of language learning (Sun et al., 2024). The following features are particularly relevant to our study:

Multimodal communication

DingTalk supports text, voice, and video communication, which facilitates diverse modes of language practice and interaction among students and teachers (Sun et al., 2023). These resources can be leveraged to explain complex grammar rules visually and auditorily, catering to diverse learning preferences.

Real-time feedback mechanisms

The platform enables teachers to provide immediate feedback on student assignments and language use, which is essential for reinforcing correct grammar structures and addressing misconceptions promptly (Valentina et al., 2022; Sun et al., 2024). DingTalk integrates tools for formative assessment, allowing instructors to create quizzes, assignments, and polls related to English grammar. Immediate feedback provided through the platform helps students identify areas for improvement and consolidate their understanding (TAN and Boriboon, 2023).

Virtual classroom environment

Through its virtual classroom features, DingTalk simulates traditional classroom interactions in an online setting (Mu et al., 2022). This environment supports synchronous learning activities such as group discussions, collaborative projects, and peer reviews, fostering a dynamic learning community.

Personalised learning pathways and pedagogy

The platform supports personalised learning pathways through the integration of adaptive content delivery systems that respond to individual student progress and performance data. Machine learning algorithms play a crucial role by continuously analysing user interactions—such as time spent on tasks, quiz performance, and engagement with learning materials. These algorithms recommend personalised learning resources and activities that align with each student’s unique learning needs, thereby optimising learning outcomes. In terms of pedagogy, the platform’s design is grounded in constructivist learning theory, which emphasises the importance of active, student-centred learning. By tailoring content delivery, the platform encourages deeper engagement with the material and supports differentiated instruction, allowing educators to meet diverse student needs effectively (Gligorea et al., 2023).

Integration of translanguaging practices

By allowing seamless transitions between Chinese and English within instructional contexts, DingTalk supports translanguaging pedagogies, which have been shown to enhance language learning outcomes (Chen, 2023).

By leveraging these digital infrastructure components and functionalities, DingTalk not only enhances the accessibility and flexibility of English grammar learning but also promotes interactive and personalised learning experiences tailored to the needs of diverse student populations.

Pedagogical integration

The design of DingTalk aligns with contemporary pedagogical approaches that emphasise learner-centred, interactive, and technology-enhanced learning environments. Key considerations include:

User interface (UI) and user experience (UX)

The intuitive UI of DingTalk contributes to a positive user experience, promoting sustained engagement in language learning activities.

Data analytics and learning analytics

Leveraging data analytics within DingTalk allows educators to track student progress, identify learning patterns, and tailor instructional interventions to individual needs, thereby optimising the learning experience.

Conceptual model: enhancing English grammar learning through DingTalk platform

The conceptual model presented here aims to elucidate the mechanisms through which the design and functionalities of the DingTalk platform can enhance English grammar learning among Chinese undergraduate students. Drawing upon theoretical frameworks from educational technology and language acquisition, this model integrates key components essential for effective digital pedagogy.

Theoretical framework

The conceptual underpinnings of this model are rooted in several theoretical perspectives:

Technology-enhanced language learning

Leveraging digital platforms like DingTalk aligns with the principles of technology-enhanced language learning (TELL) (Barjesteh et al., 2022). According to this framework, integrating technology into language education fosters interactive and engaging learning environments (Huh and Lee, 2020).

Constructivist learning theory

The constructivist approach posits that learners actively construct knowledge and meaning through interaction with learning materials and peers (Mvududu and Thiel-Burgess, 2012). In the context of DingTalk, this theory supports the idea that students can collaboratively engage with English grammar concepts through interactive features such as group discussions and peer feedback.

Translanguaging pedagogy

Translanguaging theory, rooted in sociolinguistics, advocates for the strategic use of students’ native language resources to enhance understanding and learning in a second language (Burton and Rajendram, 2019). It posits that bilingual communication is not merely a matter of switching between languages but rather a complex, integrated use of linguistic resources (Otheguy et al., 2019). In the context of the DingTalk platform, translanguaging pedagogy is manifested through the facilitation of bilingual interactions and explanations. This approach supports deeper comprehension of English grammar structures by allowing students to draw on their entire linguistic repertoire, thereby promoting meaningful engagement and cognitive flexibility (Yao et al., 2024). This theoretical foundation underscores the transformative potential of translanguaging in educational settings, where it enriches language learning experiences by leveraging students’ linguistic diversity. By encouraging fluid movement between languages, DingTalk not only supports language acquisition but also nurtures a deeper understanding of grammar rules and structures through comparative linguistic analysis (Pan et al., 2023). Such pedagogical practices are essential for cultivating inclusive learning environments that recognise and value students’ linguistic identities, thus enhancing overall language proficiency and academic achievement.

Components of the model

Interactive learning features

DingTalk’s design incorporates features such as real-time messaging, multimedia content sharing, and collaborative tools. These functionalities enable students to engage in interactive grammar exercises, receive immediate feedback from instructors, and participate in peer discussions, promoting active learning.

Pedagogical strategies

The model integrates pedagogical strategies tailored to enhance grammar learning. These include structured grammar tasks, differentiated instruction based on learner needs, and the integration of formative assessment practices facilitated by DingTalk’s assessment tools.

Linguistic and phonetic explanation in practice

Effective grammar learning through DingTalk is strengthened by the platform’s ability to directly integrate linguistic insights into morphology, syntax, and phonetics with practical application. For example, DingTalk’s interactive exercises allow students to dissect the morphological structure of English words, linking this analysis to real-time communication scenarios where syntax rules are reinforced through structured sentence formation tasks. Additionally, DingTalk’s voice messaging and pronunciation tools offer a seamless way to incorporate phonetic explanations. These features enable students to practice and receive immediate feedback on their pronunciation, ensuring they can articulate and recognise correct grammar structures audibly. The synchronisation of phonetic practice with grammar exercises within DingTalk creates a robust linguistic learning environment that supports both the theoretical and practical aspects of language acquisition.

Enhanced learning outcomes

By leveraging DingTalk’s immersive potential, students can experience enhanced learning outcomes in English grammar proficiency. The platform’s ability to facilitate continuous interaction and personalised feedback supports students in overcoming language barriers and mastering complex grammar concepts.

Findings

The results of this study demonstrate the revolutionary potential of DingTalk-based translanguaging in improving Chinese undergraduates’ proficiency with English grammar in the digital era.

Findings of research question 1

Both the pre-test and post-test evaluated the English grammar of Chinese students by two raters. A comparison was made between the experimental and control classes using the mean scores provided by the two raters. There are 20 points available for the cumulative score.

Comparison of experimental and control classes’ grammar pre-test results

The distribution of scores for students in the experimental class gradually expanded, forming a pattern that aligns with the characteristics of a normal distribution, as illustrated in Fig. 1. With the exception of the experimental class, the majority of students in the control class scored in the 12–13 range too. Notably, 11 students in the control class outperformed 7 students in the experimental class in terms of scores. For scores below 12 points, the experimental class had 9 students, while the control class had 7 students, showing a comparable number of students. There was a small difference in the numbers for scores between 13 and 15 points; 8 students from the experimental class and 9 from the control class participated. The experimental class had 3 students with scores between 15 and 16 points, while the control group had no such students. 2 students in each group hit the 16-point mark or higher.

Fig. 1
figure 1

Distribution of grammar pre-test scores for the experimental and control classes.

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Using SPSS 27.0, an independent sample t-test was conducted to assess and compare the Grammar scores of the experimental and control classes. The objective was to determine if there was a significant difference between the two classes so that the pre-test data could be further analysed.

The descriptive data for the pre-test outcomes of the grammar classes, both experimental and control, are shown in Table 1. The average Grammar score for the control group was 12.9655 and for the experimental group of 29 students it was 13.1724. A gap of 0.2069 points separated the experimental class from the control class in terms of performance. The results show that both classes had quite comparable Grammar scores. An independent samples t-test, as shown in Table 2, can be used to statistically evaluate if the experimental and control classes differ significantly in their pre-test Grammar scores.

Table 1 Grammar pre-test group statistics for the experimental and control classes.
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Table 2 Grammar pre-test scores of independent samples tests for experimental and control classes.
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Presented in Table 2 are the findings of the independent sample testing that compared the Grammar scores of the experimental and control courses. The results of Levene’s test for variance equality and the corresponding statistical significance (Sig.) for both classes are presented in this table. A pre-test variance of 0.160 shows that there is no statistically significant difference between the control and experimental classes. The significance level (Sig 2-tailed) is 0.664, which is greater than the 0.05 threshold, further indicating that there is no statistically significant difference in the Grammar pre-test scores between these classes.

Comparison of experimental and control classes’ grammar post-test results

As seen in Fig. 2, the post-test results for grammar show a notable distinction between the control and experimental classes. The experimental class routinely beat the control class on grammar, even though both classes got results over ten. In particular, just 10 students in the control group achieved a score of 13 or above, but 22 students in the experimental class did so. Out of the 29 students in the control class, 26 got scores below 14. Two students in each class scored above 16 points, which is noteworthy.

Fig. 2
figure 2

Distribution of grammar post-test scores for the experimental and control classes.

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For statistical analysis, the experimental and control classes’ Grammar scores were subjected to an independent sample t-test in SPSS 27.0. This study aimed to determine if there was a statistically significant difference between the two courses so that further investigation of the post-test data could be conducted.

Results from the post-test on grammar for both the experimental and control classes are detailed in Table 3. The control class averaged 12.9828 points whereas the experimental class managed 14.1207. These results show that compared to the control class, the experimental class achieved an average of 1.1379 points more on the grammar examination. The two classes clearly have different grammar scores. As seen in Table 4, an independent sample t-test was performed to ascertain the statistical significance of this difference.

Table 3 Grammar post-test group statistics for the experimental and control classes.
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Table 4 Grammar post-test scores from independent samples tests of the experimental and control classes.
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Fig. 4 displays the outcomes of the independent sample test conducted on the grammar scores of both the experimental and control classes. Both variables are statistically significant, as indicated by Levene’s test for variance equality (Table 4). The two classes’ post-test variances are identical, according to the computed value of 0.490. With a two-tailed significance (Sig 2-tailed), the statistical analysis shows that the experimental and control classes differ significantly on the grammar post-test. Compared to the previously set significance level of 0.05, the post-test probability of significance is lower at 0.009.

Comparison of the experimental class’s grammar pre- and post-test results

Results for the experimental class’s Grammar exam both before and after the intervention follow a normal distribution, as shown in Fig. 3. In the beginning, most students got 12 or 13 on the pretest. Likewise, the majority of students’ post-test results fell somewhere in this range as well. Students’ general competency in the grammar course was found to have improved, according to the column distribution in Fig. 3.

Fig. 3
figure 3

Distribution of experimental class grammar pre- and post-test scores.

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A paired sample t-test is used to evaluate the experimental class’s pre- and post-test results in order to find out if there has been a substantial improvement. Tables 5 and 6 display the experimental outcomes.

Table 5 Grammar pre-test and post-test results for a paired sample test in the experimental class.
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Table 6 Grammar pre- and post-test results for a paired sample test in the experimental class.
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The descriptive statistics for the experimental class’s pre- and post-test scores on the Grammar exam are shown in Table 5. From a pre-test average of 13.1724 to a post-test average of 14.1207, the experimental class’s average Grammar score increased significantly after the intervention. After the intervention, the mean score improved by 0.9483 points.

Quantitative data from the Grammar examination reveals a significant improvement in performance compared to the pre- and post-test outcomes. Plus, at the 0.05 level of significance, the paired sample t-test on the pre- and post-test results of the experimental class produced a sig value of 0.000, indicating statistical significance. This changes to be obvious when the significance threshold for grammar scores is set to 0.05. The experimental class showed a statistically significant improvement of 0.9483 points between the pre- and post-tests in the grammar area. When compared to the pre-test numbers, the post-test results show a significantly higher level of achievement. The results show that the DingTalk-based Translanguaging approach to teaching English grammar could help students understand and use the language better.

Comparison of the control class’s grammar pre- and post-test results

The control class’s grammar scores did not change significantly between the pre- and post-tests, as shown in Fig. 4. After the test, the scores seemed to be more evenly distributed. Initially, a considerable number of students achieved pre-test scores ranging from 12 to 13 points. On the other hand, most students averaged 13–14 on the post-test. The grammar performance of the control class did somewhat better on average.

Fig. 4
figure 4

Column distribution of the control class’s grammar pre- and post-test scores.

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The study used a paired sample t-test to look at how the control class’s grammar exam results changed between the first and second assessments. The results are shown in Tables 7 and 8, respectively.

Table 7 Grammar pre-test and post-test results for a paired sample test in the control class.
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Table 8 Grammar pre-test and post-test results for a paired sample test in the control class.
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The descriptive statistics for the pre- and post-test results in Grammar for the control class are shown in Table 7. There was a small improvement of 0.017 points between the pre- and post-tests, with mean scores of 12.9655 and 12.9828, respectively. There does not seem to be a statistically significant numerical difference between these scores, according to the results in Table 8.

Table 8 displays the outcomes of the control class’s paired sample t-test. Over the generally recognised threshold of 0.05, the calculated significance value was 0.769. At the 0.05 level of significance, there is no statistically significant change in the control class’s grammar scores between the pre- and post-tests.

It can be concluded from the findings of Research Question 1 that using the DingTalk-based Translanguaging teaching technique has the potential to significantly raise students’ scores on grammar tests. The control class of students, on the other hand, showed no discernible gain in applying their grammar knowledge after completing their whole English education. After twelve weeks of training, there was no appreciable improvement in the Grammar scores of the students in the control class. This result implies that there hasn’t been any discernible progress in their ability to use language in this area. This study shows that students’ grammar scores and general language skills significantly improve when the DingTalk-based Translanguaging teaching approach is used.

Findings of research question 2

After the interview, it may be noted that students’ perspectives regarding English grammar study have altered. It elaborates on the implications of the DingTalk-based Translanguaging teaching approach for students. Student C and D stated that the instructor’s explanations of major sentence patterns in class and the DingTalk homework corrections had substantially increased the students’ grammatical skills. The teacher will employ the utilisation of Chinese language for illuminating grammar complications, while English will be applied for supplemental education. Students are capable of not only learning grammar ideas with clarity, but also refining their English language abilities through practical application. The practice of the instructor revising students’ assignments through DingTalk after class, according to students A and B, had the largest impact on the grammar scores. In conclusion, DingTalk-based Translanguaging method of instruction can contribute to students’ grammar skills.

“I think it is very helpful…the teacher timely modified it through the DingTalk platform, so that I can immediately realize my grammatical structure problems, quickly correct them….”

(SA.19.9.2022.L1-L4)

“…The teacher’s real-time modification made me improve a lot.”

(SB.19.9.2022.L2)

“The teacher will give us some standard sentence patterns and expressions in Chinese when helping us sort out problems in each class…I think this method is very efficient….”

(SC.19.9.2022.L4-L5)

“…Through the teacher’s translanguaging demonstration and after class correction, I can more accurately capture how to write correct sentences to complete the writing task.”

(SD.19.9.2022.L3-L5)

Both Student A and Student B held the viewpoint that the utilisation of DingTalk had resulted in enhanced efficiency in terms of professors’ revision and provision of feedback on students’ home assignments. When engaging in classroom discussions with students regarding English language acquisition, it was often convenient to overlook the importance of grammatical accuracy and the appropriate usage of language. As a result, it became imperative to engage in direct contact and make modifications to the statements on DingTalk following the conclusion of the lesson. In addition, Student C highlighted that the use of DingTalk has the potential to enhance the efficacy of teachers in rectifying grammatical faults in students’ post-class exercises. Simultaneously, Student D underscored the efficacy of employing the group translanguaging approach and receiving teacher feedback post-class as means to acquire certain grammatical patterns and sentence structures, leading to substantial advancements.

The Translanguaging teaching method, which use DingTalk as its platform, has demonstrated its potential as a successful tool for supporting students in rectifying grammatical errors and acquiring specialised sentence patterns and grammatical structures necessary for English language acquisition. The utilisation of DingTalk facilitates users in acquiring knowledge while concurrently optimising their time management. For example, the utilisation of DingTalk to facilitate post-class engagement and communication between students and teachers can effectively aid students in promptly comprehending grammatical structure issues. Through DingTalk, teachers can promptly rectify these issues, thereby enabling students to save time on error correction and enhance their learning efficiency. The blended education methodology, facilitated by the DingTalk-based Translanguaging teaching method, enables students to engage in both online and offline interactions and communication. Consequently, the students’ proficiency in acquiring grammatical knowledge is enhanced. The precision of grammatical structure application is a vital metric of English language proficiency, particularly in the expression of content. In order to successfully convey information, it is essential to present content using grammatically sound frameworks. Consequently, the implementation of the DingTalk-based Translanguaging teaching approach has resulted in an enhancement in the precision with which students employ grammatical structures. The integrated teaching strategy is particularly well-suited for the contemporary educational landscape and the learning requirements of students.

Discussion

This study demonstrates the ability of combining Translanguaging Pedagogy with the DingTalk platform to improve English grammar proficiency in Chinese undergraduate students. This part examines the consequences of these findings, compares them to previous research, and emphasises the practical and theoretical contributions of this study.

Enhancement of English grammar skills

The findings demonstrate a notable enhancement in the English grammar proficiency of students in the experimental class who actively participated in the Translanguaging approach through the utilisation of DingTalk. The rise in post-test results in comparison to pre-test scores emphasises the effectiveness of this method. The experimental class demonstrated significant progress, as seen by their average post-test score of 14.1207, compared to the control class’s score of 12.9828. This suggests that including Mandarin as a cognitive bridge enhanced the comprehension and utilisation of English grammatical structures.

These findings are consistent with other research that has highlighted the advantages of translanguaging in the field of language teaching. For instance, Fan (2022) found that pedagogical translanguaging significantly improved grammar learning among Chinese primary school students. Similarly, Zhang and Chan (2022) demonstrated the effectiveness of translanguaging in a trilingual context, showing enhanced comprehension and application of English grammar rules among EFL learners in Xinjiang.

Cognitive and emotional impact

Qualitative data from student interviews further elucidate the cognitive and emotional benefits of the DingTalk-based Translanguaging approach. Students reported that the method helped clarify complex grammatical concepts, with Mandarin explanations aiding their understanding and retention of English grammar. The immediate feedback and corrections provided via DingTalk were particularly appreciated, as they allowed students to promptly address and rectify errors, leading to enhanced learning efficiency.

These qualitative insights are consistent with Vygotsky and Cole (1978) sociocultural theory, which posits that learning is a socially mediated process. The DingTalk platform enabled a collaborative learning environment where students could receive timely support from their instructor, fostering a supportive and interactive educational experience. This approach also aligns with theories of formative assessment, where continuous feedback plays a crucial role in student learning and motivation (Black and Wiliam, 1998).

The role of digital resources and extramural english

The use of digital resources such as DingTalk extends learning beyond the classroom, aligning with the concept of extramural English, where language learning occurs in informal settings. This study highlights the importance of digital tools in facilitating language acquisition outside traditional classroom environments. Digital resources can provide learners with constant access to language practice and feedback, thereby enhancing their proficiency.

Lin et al. (2020) demonstrated that contextual gaming approaches could significantly improve EFL students’ grammar learning performance, suggesting that engaging and interactive digital tools can motivate learners and enhance their grammatical skills. Similarly, Calafato and Clausen (2024) found that vocabulary learning strategies in extramural English gaming positively impacted vocabulary knowledge, underscoring the potential of digital gaming as a valuable educational tool. Rød and Calafato (2023) also highlighted the relationship between extramural English, self-efficacy, and learning outcomes, indicating that informal learning through digital platforms can significantly influence students’ language proficiency and confidence.

Grammar learning and instruction

Grammar teaching in this study refers to the explicit instruction of grammatical rules and structures, coupled with practical application through exercises and immediate feedback. Previous research has shown mixed attitudes towards grammar instruction. Frøisland et al. (2023) investigated the impact of age and gender on attitudes towards explicit grammar instruction and found varying levels of acceptance and perceived efficacy across different demographic classes.

Additionally, studies like those by Sobkowiak (2022) and Almuafa (2024) emphasise the role of translanguaging practices in grammar learning. Sobkowiak (2022) highlighted the benefits of translanguaging in Polish EFL classrooms, while Almuafa (2024)‘s work demonstrated how Arabic grammar knowledge could be leveraged to facilitate English grammar comprehension.

Furthermore, Hirosh and Degani (2018) reviewed the direct and indirect effects of multilingualism on novel language learning, suggesting that multilingual individuals may benefit more from explicit grammar instruction due to their enhanced metalinguistic awareness. This aligns with the findings of the current study, where the use of Mandarin to explain English grammar concepts facilitated a better understanding and application of grammar among Chinese students.

Practical implications

The practical implications of this study are significant, particularly in the context of the global shift towards remote education. The findings suggest that integrating digital platforms like DingTalk with translanguaging pedagogy can effectively enhance language learning outcomes. Educators can adopt similar approaches to leverage students’ linguistic resources, providing explanations in their native language to clarify difficult concepts and using digital tools for continuous assessment and feedback.

Furthermore, the positive reception of the DingTalk-based approach by students indicates its potential for wider application. Institutions can consider implementing similar strategies to support language acquisition, especially in multilingual classrooms where students can benefit from using their full linguistic repertoire to learn a new language.

Theoretical contributions

This study contributes to the existing body of literature on translanguaging and digital learning platforms by providing empirical evidence of their combined effectiveness in language education. It bridges the gap between translanguaging theory and practical application, demonstrating how digital tools can facilitate the implementation of translanguaging pedagogy. The findings support the view that translanguaging is not only a theoretical construct but also a practical approach that can significantly enhance language learning outcomes in digital and multilingual contexts.

Additionally, this research highlights the importance of considering students’ linguistic backgrounds in language instruction, reinforcing the idea that leveraging students’ native languages can be a powerful tool in language education. This approach challenges traditional monolingual methods and supports a more inclusive and effective strategy for teaching English as a foreign language.

MacSwan (2022) and Seals et al. (2020) further underscore the value of translanguaging practices, with MacSwan (2022) exploring codeswitching and bilingual grammar, and Seals et al. (2020) creating translingual teaching resources based on translanguaging grammar rules. These contributions highlight the theoretical foundation for the practical applications observed in this study.

In conclusion, the integration of Translanguaging Pedagogy with the DingTalk platform presents a promising approach for enhancing English grammar skills among Chinese undergraduates. Future research could further explore the long-term impacts of such digital-translanguaging methods and their applicability in diverse educational contexts.

Challenges and future directions

While the integration of Translanguaging Pedagogy with the DingTalk platform has shown promising results in enhancing English grammar skills among Chinese undergraduate students, several challenges and avenues for future research and implementation should be considered.

Challenges

Technological infrastructure

One significant challenge is the variability in technological infrastructure and access among students, particularly in diverse geographical or socio-economic contexts. Ensuring equitable access to digital platforms like DingTalk for all students remains a priority to avoid exacerbating educational inequalities.

Pedagogical Training

Effective implementation of Translanguaging Pedagogy requires pedagogical training for instructors. Educators need support and professional development opportunities to effectively integrate translanguaging practices into their teaching repertoire and utilise digital tools optimally.

Linguistic diversity

Managing linguistic diversity within the classroom presents another challenge. While translanguaging can leverage students’ linguistic resources, educators must navigate different language backgrounds sensitively to promote inclusive learning environments without marginalising any linguistic group.

Assessment and evaluation

Developing valid and reliable assessments that align with translanguaging practices and digital learning environments poses a challenge. Traditional assessment methods may need adaptation to accurately measure the learning outcomes achieved through translanguaging and digital tools.

Future directions

Longitudinal studies

Future research should conduct longitudinal studies to explore the sustained impact of Translanguaging Pedagogy integrated with digital platforms on English language proficiency. Understanding the long-term effects can provide insights into the durability of learning outcomes and student retention of language skills.

Comparative studies

Comparative studies across different educational settings and student demographics would enrich our understanding of the generalisability and effectiveness of translanguaging approaches. Investigating variations in linguistic backgrounds, educational contexts, and technological infrastructures can inform tailored instructional strategies.

Innovative technologies

Exploring and integrating emerging technologies beyond current platforms like DingTalk could open new avenues for enhancing language learning. Virtual reality, artificial intelligence, and adaptive learning technologies offer promising tools for personalised and interactive language instruction.

Teacher education programs

Incorporating translanguaging strategies into teacher education programs can better prepare future educators to leverage students’ linguistic repertoires effectively. Providing ongoing professional development opportunities can enhance educators’ confidence and competence in implementing translanguaging practices.

Policy and curriculum development

Advocating for policies that support translanguaging pedagogies and digital literacy in language education can facilitate systemic changes. Curriculum developers should integrate translanguaging principles into language curricula to reflect contemporary pedagogical approaches.

Ethical considerations

Ethical use of technology

Ensuring the ethical use of digital platforms in education is crucial. Protecting student data privacy, promoting digital citizenship, and mitigating potential risks associated with online learning environments should be prioritised in translanguaging pedagogy implementations.

Cultural sensitivity

Maintaining cultural sensitivity and respect for diverse linguistic backgrounds is essential in translanguaging practices. Educators must foster an inclusive classroom environment where all students feel valued and empowered to engage in language learning.

Addressing these challenges and pursuing these future directions will advance the field of translanguaging pedagogy integrated with digital platforms. By harnessing the potential of students’ linguistic resources and leveraging innovative technologies, educators can foster more effective and inclusive language learning environments. This research contributes to the ongoing dialogue on enhancing language education through thoughtful integration of translanguaging and digital learning strategies.

Limitations

While this study provides valuable insights into the effectiveness of DingTalk-based translanguaging pedagogy in enhancing English grammar learning among Chinese undergraduate students, several limitations and challenges should be acknowledged.

Limitations of the present study

Quasi-experimental design

The study utilised a quasi-experimental design to compare outcomes between experimental and control classes. While this design is appropriate for educational research, it may not fully account for all variables that could influence the results, such as individual learner differences and external factors beyond the researcher’s control.

Sample size and generalisability

The study’s sample size of 58 participants, though adequate for the scope of this research, may limit the generalisability of the findings to larger populations or different educational contexts. Future studies with larger and more diverse samples could provide broader insights.

Duration of intervention

The 12-week intervention period, while sufficient to observe immediate effects, may not capture long-term impacts on language proficiency. Further longitudinal studies could explore the sustainability of gains achieved through DingTalk-based translanguaging pedagogy.

Measurement of outcomes

The study focused primarily on English grammar skills as assessed by pre-tests and post-tests. While grammar proficiency is crucial, future research could expand to include broader language competencies and communicative abilities influenced by translanguaging practices.

Challenges of translanguaging pedagogy with DingTalk

Technological constraints

Despite DingTalk’s robust platform, technical issues such as connectivity problems and interface usability could disrupt the learning process. Variations in students’ access to technology and digital literacy skills may also impact engagement and learning outcomes.

Cultural and contextual factors

The effectiveness of translanguaging pedagogy through DingTalk may vary across different cultural and linguistic contexts. Cultural attitudes towards language use in education, as well as variations in linguistic backgrounds among students, could influence the implementation and outcomes of this pedagogical approach.

Dependency on technology

Relying on digital platforms like DingTalk for language learning may introduce dependencies and challenges associated with technological disruptions. Educators and institutions must navigate these challenges to ensure consistent and effective implementation of translanguaging strategies.

Acknowledging these limitations and challenges is essential for refining the implementation of translanguaging pedagogy with the immersive potential of DingTalk. Future research endeavours should address these issues to enhance the applicability, effectiveness, and sustainability of integrating digital tools in language education contexts.

Conclusion

In the digital stage, which has brought about significant changes to society, this study aims to investigate the incorporation of Translanguaging Pedagogy into the digital platform DingTalk, which has emerged as a crucial tool for educational purposes. This study has shed light on the potential for transformation in the English grammar learning of Chinese undergraduate students by utilising their multilingual repertoires within a virtual learning setting. The conclusion of this inquiry provides significant revelations on the convergence of inventive teaching methods, technological advancements, and the process of acquiring language skills. The results clearly demonstrate that the integration of Translanguaging Pedagogy via DingTalk yields concrete advantages. The results of the quantitative portion of the study revealed noteworthy enhancements in English grammar competency. Additionally, the qualitative analysis offered a comprehensive comprehension of the cognitive and affective aspects of the learning process. The incorporation of Mandarin as a cognitive intermediary simplified the process of understanding and exchanging information, hence enhancing the overall acquisition of language skills.

The research holds broader implications that transcend the narrow domain of English grammar acquisition among Chinese undergraduates. The statement highlights the significant impact that Translanguaging Pedagogy can have, surpassing conventional monolingual methods and adjusting to the requirements of the digital era. The dynamic platform provided by DingTalk offers educators a versatile tool to facilitate interactive and captivating learning experiences that align with the socioconstructivist principles of language acquisition. This study serves as a model for instructors who are seeking creative approaches to maintain successful language training, even when faced with the limitations of distant learning. As we go on our journey, this study serves as a catalyst for additional investigation and advancement of Translanguaging Pedagogy in the digital realm. The inherent longitudinality of language acquisition necessitates the continual adoption and ongoing innovation of instructional approaches in order to optimise their lasting effects. This study encourages educators to reconsider language training in a broader sense, by embracing and valuing linguistic diversity and fostering an inclusive atmosphere that acknowledges and appreciates students’ language identities.

The convergence of Translanguaging Pedagogy and DingTalk in a globally interconnected society, characterised by technological advancements and unanticipated obstacles, signifies the emergence of a novel epoch in the field of language instruction. The utilisation of this approach effectively eliminates the obstacles posed by language boundaries, harnesses the linguistic abilities possessed by students, and enables learners to effectively navigate the intricate dynamics of an increasingly interconnected global society. The study highlights a significant connection between pedagogy and technology, revealing a transformative direction that emphasises the importance of cultural diversity, the development of effective communication skills, and the provision of necessary resources for Chinese undergraduates and learners globally to succeed in a multilingual environment. Within the realm of education, this research serves as a dynamic element of novelty, interconnecting theoretical frameworks, technological advancements, and practical applications. As we draw this investigation to a close, we enter a subsequent level of examination, equipped with discernments and motivation to mould a forthcoming era in which Translanguaging Pedagogy in the digital realm emerges as a lasting foundation of language teaching.