This study investigated the role of translanguaging strategies in providing corrective feedback in EFL classrooms. The purpose of the research was to identify the types of translanguaging strategies used by English teachers, explore their perceptions of the effectiveness of these strategies, and examine the factors influencing their adoption in EFL contexts. Employing a qualitative research design, the study involved 10 English teachers (5 male and 5 female) from TEFL institutes in Tehran and Arak, Iran. Participants were selected using purposive sampling based on their experience with translanguaging in the classroom. Data were collected through semi-structured interviews and classroom observations, with a focus on teachers' perceptions, practices, and contextual influences. The findings demonstrated that code-switching was the predominant translanguaging strategy with the highest percentage, 80%, often combined with scaffolding techniques such as translation, paraphrasing, and bilingual clarification requests. Teachers viewed translanguaging as an effective tool for clarifying errors, reducing student anxiety, and fostering more personalized feedback. Classroom observations corroborated these perceptions, demonstrating that strategic L1 use enhanced communication and promoted student participation. However, the adoption of translanguaging was shaped by institutional policies, teacher beliefs, and student proficiency levels, with some teachers hesitant to embrace it due to constraints or personal teaching philosophies. These findings indicate both the potential and challenges of incorporating translanguaging as a corrective feedback strategy in EFL classrooms. This study suggested that integrating translanguaging strategies in corrective feedback can enhance communication, particularly in classrooms with shared linguistic backgrounds. Teacher training programs and institutional policies should consider supporting the use of translanguaging, recognizing its potential to improve feedback effectiveness and student engagement.
