Abstract
The aim of this paper is to explore translanguaging practices in Business English teaching in Cangzhou Jiaotong College in Hebei Province, China, taking listening as a pilot study and utilizing the IPO conceptual paradigm and quantitative research method to analyze and interpret the statistical results. The findings showed that EFL learners were relatively satisfied with the listening instruction using translanguaging pedagogy method. There was good perception about learning attention, learning interest, learning behavior, and learning satisfaction. A design for teaching listening comprehension was proposed by the researcher. For future study universities should provide orientation program in translanguaging pedagogy for both teachers and students to ensure effective classroom teaching and overcome traditional education culture barriers. Likewise, teachers should conduct further use of translanguaging pedagogy in Chinese higher education institutions to explore new features, teaching modes, and assessment modes using translanguaging pedagogy.
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