Laughing across languages: Vietnamese students' playful translanguaging in online English pronunciation group work

Abstract

As online collaborative learning expands in English language education, greater attention is needed to how multilingual learners draw on their linguistic resources during peer interaction. This qualitative multiple-case study explored the forms, functions, and perceived value of playful translanguaging during online pronunciation group work among 200 English-major students in a distance education program at a university in Vietnam's Mekong Delta. Data comprised 40 Zoom breakout-room recordings and eight semi-structured interviews and were analyzed using reflexive thematic analysis. The findings showed that playful translanguaging was associated with peer scaffolding, group solidarity, identity negotiation, and sustained interaction during pronunciation practice. Students also perceived these practices as helpful for engaging with pronunciation difficulties and participating more comfortably in peer activities. Overall, the study illustrates how playful translanguaging operated as an interactional and socio-pedagogical resource within this specific online pronunciation-learning context.