EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol.
7, 1 (January-June, 2.
, pp.
ISSN: 2721-1150.
EISSN: 2721-1169.
DOI: 10.
62775/edukasia.
Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires Imam Nur Aziz1.
Nurah Abdul Wahid Abdullah Siddik1 1 Universitas Kiai Abdullah Faqih Gresik.
Indonesia
ARTICLE INFO
Keywords:
Digital Translanguaging.
Reading Comprehension.
Madrasah Students.
Arabic-English Repertoires.
Article history:
Received 2025-12-09
Revised 2026-02-18
Accepted 2026-04-22
ABSTRACT
This study investigates the integration of translanguaging within digital learning ecosystems to enhance English reading comprehension among bilingual Madrasah students, a context where Arabic religious literacy and academic English intersect.
Using an integrated mixed-methods design, data were collected from 140 grade 11 students at two State Madrasahs in Indonesia.
The quantitative phase employed a quasi-experimental design analyzed via ANCOVA, while the qualitative phase utilized screen-recording analysis and stimulated recall interviews.
The results demonstrated that the translanguaging group significantly outperformed the monolingual group in reading comprehension .
001, n2p = .
Qualitatively, the study revealed a "metacognitive bridging" mechanism where students strategically mobilized their Arabic grammatical logic .
Mubtada-Khobar structure.
to decode complex English syntactical patterns in digital spaces.
These findings suggest that digital translanguaging does not merely function as a scaffold but acts as a cognitive resource that validates students' socioreligious linguistic identities.
The study concludes by proposing a translingual digital pedagogy framework that integrates multilingual repertoires into formal English language teaching, particularly within Islamic educational institutions.
This is an open access article under the CC BY-NC-SA license.
Corresponding Author:
Imam Nur Aziz Universitas Kiai Abdullah Faqih Gresik.
Indonesia.
imamnuraziz@gmail.
INTRODUCTION
The Aumultilingual turnAy in language education has significantly challenged monolingual ideologies in English Language Teaching (ELT), advocating for pedagogies that leverage learnersAo full linguistic repertoires (Anderson, 2024.
Feltman, 2.
Translanguaging, defined as the dynamic deployment of multilingual resources without regard for named language boundaries (Nicolarakis & Mitchell, 2023.
Yilmaz, 2.
, has emerged as a transformative approach.
Empirical studies affirm its pedagogical benefits, facilitating comprehension (Tai, 2024.
, scaffolding critical thinking (Aba ShaAoar & Rofiah, 2.
, fostering inclusive classrooms (Fang.
Zhang, & Sah, 2.
, and empowering marginalized linguistic identities (Yilmaz, 2.
At the same time, the digital education environment https://jurnaledukasia.
EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
248 of 258 has expanded pedagogical opportunities, enabling multimodal interaction and personalized learning (C.
Li.
Weng.
Li, & Zhang, 2.
In contexts like Indonesia, where bilingualism (Bahasa Indonesia and local language.
is intrinsic to education, translanguaging aligns with sociolinguistic realities (Goodman & Tastanbek, 2021.
Hamman-Ortiz, 2.
Although many studies have confirmed the effectiveness of translanguaging in offline pedagogical contexts, three notable shortcomings remain.
First, empirical studies of translanguaging manifestations in digital ecosystems, such as electronic platforms.
AI interfaces, and multimodal texts, remain scarce.
Although learning a language through technology is well documented (Shao.
Wu.
Li.
Lu, & Wang, 2.
, its convergence with translanguaging pedagogy has not been sufficiently studied.
Second, there is a lack of studies on various aspects of Indonesian madrasas.
These institutions educate students through the complex intersection of religious literacy (Arabi.
and academic literacy (English/languag.
(Roshid & Le Ha, 2.
, which is not considered through the prism of digital translanguaging practice.
Third, the specific impact of these digital practices on Reading comprehension remains unexplored, especially regarding how multilingual repertoires are mobilized to transcribe and analyze digital texts (Qureshi & Aljanadbah, 2.
Addressing these challenges is critical as the potential of digital tools to enhance understanding in unique bilingual contexts remains To address these critical gaps, this study argues that the unique linguistic landscape of madrasas requires a digital pedagogy that is inherently translingual rather than monolingual.
By leveraging students' religious and academic literacy, this research aims to measure the efficacy of digital translanguaging in enhancing reading comprehension.
Specifically, this study is guided by the following research questions: .
To what extent does digital translanguaging impact the English reading comprehension scores of bilingual madrasah students? .
How do students strategically mobilize their multilingual repertoires, including Arabic religious literacy, to navigate digital texts? and .
In what ways does the digital ecosystem serve as an affective space for identity affirmation during the reading process?.
By answering these questions, this study bridges the gap between translingual theory and digital learning, providing practical insights for equitable ELT policies in the Global South.
METHODS
Research Design The study employs embedded mixed-methods constructs (Clark & Creswell, 2.
, prioritizing quantitative data to measure the impact of translanguaging on Reading comprehension while introducing a qualitative avenue to explore studentsAo strategic language use.
This design was chosen to address the multidimensional nature of the research objective: namely, to measure the impact of digital translanguaging on understanding and to map the translanguaging strategies used by students in the digital ecosystem.
The quantitative phase uses a quasi-experimental, non-equivalent control-group Participants were divided into experimental groups .
sing digital translinguaging text.
or control groups .
sing monolingual digital text.
At the same time, qualitative data is collected through screen analysis and triggers memory interviews to provide a Audetailed descriptionAy of how students mobilize multilingual resources (English.
Indonesian.
Arabi.
to transcribe texts.
Setting and Participants This research was conducted in two public high schools located in East Java.
Indonesia.
For confidentiality, these institutions are referred to as School A .
ocated in an industrial are.
and School B .
ocated in an agrarian are.
These sites were deliberately chosen because they represent the "madrasah contextAy described in the literature, in which students navigate a complex linguistic landscape that includes academic literacy (English and Indonesia.
and religious literacy (Arabi.
Participants (N=.
were 11th-grade students aged 16 to 17 years.
The entire class was randomly Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
249 of 258 assigned to the experimental group .
= .
and the control group .
= .
Preliminary tests were conducted to ensure homogeneity, and an independent-samples t-test showed no significant difference in initial English Reading level between groups .
> 0.
All participants spoke several languages.
Indonesian and Javanese, with varying levels of proficiency in Arabic and English.
Ethics clearance is obtained from the School Board, and informed consent is obtained from all students and their guardians before data collection.
Table 1.
Demographic characteristics and basic competencies of participants Characteristic Age (Year.
Range Mean (SD) Gender Male / Female Linguistic Profile L1 (Home Languag.
L2 (National Languag.
L3 (Religious Literac.
English Proficiency Pre-test Mean (SD) Experimental group .
Control Group .
Test of Difference 54 .
p > .
32 / 38
30 / 40
X2 = 0.
12, p > .
Javanese Bahasa Indonesia Arabic (Intermediat.
Javanese Bahasa Indonesia Arabic (Intermediat.
= 0.
40, p = .
Table 1 explains that participants were randomly assigned to the experimental group .
= .
and the control group .
= .
Demographic data confirm that the sample is homogeneous with respect to age and linguistic origin.
Most importantly, all participants had a similar multilingual repertoire, characterized by proficiency in the local language (Javanes.
and the national language (Indonesia.
, as well as specialized academic-religious literacy in Arabic, which is the primary focus of research on translingualism in the context of madrassas.
To ensure a baseline comparison, an independent sample t-test is performed based on the initial results.
Results showed no statistically significant difference between the intervention group (M = 62.
SD = 8.
and the control group (M = 61.
SD = 7.
before the intervention, t.
= 0.
40, p > 0.
This fundamental equivalence allows subsequent differences in posttest outcomes to be explained by digital transfer interventions rather than initial Institutional committees issue ethics permits, and written consent is obtained from all participants and their guardians.
Instruments In line with the research hypothesis on decoding, engagement, and metacognition, three main tools have been developed and tested.
First, reading skills were evaluated using a digital Reading comprehension test (DRCT).
This instrument, consisting of 40 questions .
dministered as pre- and posttest.
, was designed to assess literal, inferential, and evaluative comprehension.
The questions were adapted from standard tests for English as a foreign language (EFL) knowledge and tailored for digital High-quality interview transcripts and screen recordings were analyzed using Braun and ClarkeAos .
six-phase thematic analysis.
The process began with .
data familiarization, followed by .
generating initial codes .
, lexical bridgingAo, religious referencingA.
, which were then .
collated into potential themes.
These themes were .
reviewed against the dataset and .
refined to define clear definitions.
To ensure analytical rigor .
, inter-coder reliability was a second researcher independently coded 20% of the data, achieving a 90% agreement rate (CohenAos Kappa > 0.
Discrepancies were resolved through peer debriefing until consensus was Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
250 of 258 Intervention and Data Collection Procedures This study lasted 8 weeks and was divided into three stages.
In stage 1: Preparation .
, both groups underwent training on the digital Reading platform to ensure technical readiness, followed by a preliminary test.
The central part of the study was conducted in stage 2: Intervention .
eeks 2Ae.
this phase, the experimental group worked with digital texts equipped with pedagogical translation functions, specifically pop-up glossaries in Indonesian and Arabic for rarely used vocabulary, as well as Austrategic hintsAy that encouraged the use of L1/L2 knowledge to analyze the text.
In contrast, the control group used the exact digital text in monolingual mode .
nnotations and instructions in English onl.
, reflecting traditional English-teaching methods.
Finally, stage 3: Evaluation .
included administering a post-intervention test.
After the assessment, a selected sample of 10 students from the experimental group participated in a memory-enhanced interview, during which they viewed recordings of their Reading sessions on screen to explain their translation choices.
Data Analysis Data analysis was carried out in two stages, according to the mixed-methods design.
Quantitatively, to measure the impact on Reading comprehension, data were processed using SPSS Covariance analysis (ANCOVA) was performed with a pre-test score as a covariate to control for pre-existing differences, and effect sizes were calculated using partial eta-squared (N2.
to assess the practical significance of the intervention.
High-quality interview transcripts and screen recordings are the subject of thematic analysis (Braun & Clarke, 2.
The data was encoded to map translanguaging patterns, specifically highlighting evidence of Aufamiliar use of linguistic resourcesAy and Aumetacognition through code switching.
Ay To establish accuracy, researchers used a 90% score.
FINDINGS AND DISCUSSION
The Impact of Digital Translanguaging on Reading Comprehension To test the hypothesis that intentional translanguaging enhances Reading comprehension, descriptive and inferential statistics were analyzed.
Table 1 summarizes the descriptive statistics for the pre-test and posttest scores of the Experimental Group .
ranslanguaging-mediate.
and the Control Group .
Table 2.
summarizes the descriptive statistics for the pre-test and posttest scores Group Experimental (Translanguagin.
Control (Monolingua.
Total Pre-test M Pre-test SD Posttest M Posttest SD As presented in Table 2, both groups initiated the study with equivalent proficiency levels .
> However, post-intervention data reveals a sharp bifurcation.
While the Control Group followed a standard linear progression, the Experimental Group demonstrated a steeper trajectory, reducing the standard deviation from 8.
12 to 7.
This indicates that the intervention effectively narrowed the achievement gap among students.
Table 3.
ANCOVA Results Source Type i Sum of Squares Mean Square Sig.
Corrected Model Intercept Pre_test (Covariat.
Partial Eta Squared Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
Group Error Total Corrected Total 251 of 258 The ANCOVA results (Table .
confirm that the translanguaging intervention accounted for 26.
of the variance in reading scores .
2p = .
This large effect size suggests that the integration of multilingual scaffolds is a transformative factor in reading comprehension, validating the statistical significance of the intervention .
< .
Mapping Translanguaging Strategies in Digital Ecosystems Qualitative Data: Using Memory-Stimulated Interview Screen Recording and Data Triangulation to Explain Strategic Techniques Students Use to Navigate Digital Texts.
Thematic analysis identifies three different mechanisms: strategic construction through conceptual alignment, metacognitive bridges through religious literacy, and affective engagement through identity affirmation.
Strategic L1/L2 scaffolding for lexical decoding: AuConceptual alignment.
Ay Although there is a perception that students use translation tools only for lexical translation, research at School B .
ocated in a rural are.
reveals a deeper cognitive process we call Auconcept Ay Notes from the screen show that students often ignore the national language (Indonesia.
and prefer religious terminology to understand the semantic depth of English words.
For example, when encountering abstract nouns related to ethics, students look for equivalents in their spiritual As stated directly by a student from School B:
AuWhen I read the word Aucharity,Ay I was confused.
But when the word AosadaqahAo [Arabic/Islamic ter.
appeared in the app.
I immediately understood.
ItAos not just giving money, but a religious If it were AusumbanganAy [Indonesian ter.
I might have understood the deeper meaning.
Ay (Student S-14.
School B) This quote clearly shows that, for students, this understanding is not a linear translation (English - Indonesia.
, but a multi-layered display process.
Digital reinforcement promotes deep decoding by directly anchoring the concept of English in studentsAo sacred literacy, thereby enhancing inferential understanding that monolingual dictionaries cannot provide.
Connecting Metacognition Through Religious Literacy The striking results obtained at School A .
ocated in an industrial are.
highlight the use of Arabic grammar logic as a metacognitive tool.
Students demonstrated the application of complex syntactic rules from nahwu (Arabic gramma.
to analyze complex English sentences.
This phenomenon, called Ausantri cognitive ability,Ay was observed when students used Arabic grammatical markers to analyze English sentence structure.
One participant explained this strategy during a memory-triggered session.
AuEnglish grammar is confusing because the subject and verb are far apart.
To help myself.
I marked the subject as AuMubtada,Ay and the Predicate as AuKhobarAy in my head.
The digital marker helped me separate them.
As soon as I saw the Mubtada-Khobar pattern, the long English sentences became easy to understand.
Ay (Student S-08.
School A) Critically, it suggests that student multilingualism operates hierarchically.
The grammatical structure of Arabic serves as a better metalanguage for analyzing English syntax than that of Indonesian, which lacks a strict capitalization system.
This supports the assumption that religious literacy serves as a mighty pillar of academic literacy when mediated by digital tools.
Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
252 of 258 Affective Engagement and Identity Affirmation Finally, the data confirms that the digital environment serves as a Ausafe and affective havenAy, effectively reducing the linguistic anxiety that is often present in face-to-face meetings.
The anonymity and flexibility of the digital platform allow students from School A and School B to showcase their entire language repertoires, including local spoken languages, without fear of judgment.
This shift in emotions is necessary for sustained engagement, as illustrated in the studentAos reflection:
AuIn class.
I was embarrassed to speak because my English accent was AumedokAy .
strong Javanese But here .
n the platfor.
I can write notes that mix Javanese.
English, and Indo.
For example.
I wrote AuOjo lali .
onAot forge.
to check this verb.
Ay The feeling that the app accepts me.
(Student S-22.
School A) This narrative provides strong evidence that the platformAos AutranslingualAy features affirm studentsAo hybrid identities.
By enabling the smooth use of L1 (Jav.
, the technology transforms the learning environment from linguistic control to linguistic friendliness, thereby fostering the confidence needed to take risks when performing Reading comprehension tasks.
English text .
omplex The students studies diligently in the library Arabic grammar logic .
ubtadaAo Ae khobar The students .
ubtadaAo Studies diligently .
Enhancing Clear understanding of meaning and Figure 1.
conceptual model of the Ausantri cognitiveAy process: utilizing arabic gramatical logic for English comprehension Discussion The Santri Cognitive Model The most significant theoretical contribution of this study is the discovery of a unique cognitive mechanism that we call the Ausantri cognitive process,Ay which is the strategic use of religious literacy to deconstruct academic English.
Although general translinguistic theory holds that bilingual speakers use their entire linguistic repertoire, our research shows that, for madrasah students, this repertoire has a hierarchical structure, with Arabic grammatical logic functioning as a metalinguistic structure that transcends the national language (Indonesia.
This study extends Translingual Theory by introducing a hierarchical structure where Ausacred literacyAy functions as a meta-tool to deconstruct Ausecular English literacyAy.
This phenomenon broadens the current understanding of metacognitive strategies in language Veliz .
and Bao .
find that strategic code-switching supports metacognition, enabling students to control their knowledge.
We agree with this assumption but significantly expand its scope by identifying the source of this metacognition.
In the specific context of Indonesian Islamic boarding schools described by Djuaini .
, students not only switch codes but also switch By using the strict syntactic rules of Arabic (Ilmu Nahw.
to analyze English sentences (Haris, 2.
, students engage in a complex form of trans-systemic transfer.
This contrasts with the conclusions of Aba ShaAoar and Rofiah .
, who focus on the formation of critical thinking.
Our data Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
253 of 258 show that for santri (Islamic student.
, critical thinking in English is closely related to their mastery of religious texts.
Thus, a digital approach that ignores this Aureligious-academicAy relationship fails to take advantage of the strong cognitive abilities of these students.
As a result, this conclusion requires us to rethink the concept of bilingual education in the context of religion in countries of the Global South.
The dominant trend of Aumultilingual shiftAy (Anderson.
Feltman, 2.
often views language as a horizontal resource (L1 and L2 are considered equa.
However, our research assumes vertical integration, in which Ausacred literacyAy (Arabi.
serves as a high-level metalanguage to unlock Ausecular literacyAy (Englis.
This has profound implications for the pedagogical concept proposed by Supriyanto et al.
and Nawas.
Darmawan, & Maadad .
effective reading instruction in madrasahs should not separate English from studentsAo multilingual Instead, such instruction should actively encourage Aucomparative syntaxAy activities using digital tools to highlight similarities between English and Arabic structures explicitly.
Recognition of studentsAo linguistic integrity, including their religious components, in line with Yilmaz's .
inclusive goals, demonstrates that recognition of Ausacred knowledgeAy in AusecularAy digital spaces is key to strengthening marginalized linguistic identities.
Digital Scaffolding in Classrooms Pedagogically, the results compel a shift in how educators view translation tools not as Aucheating aidsAy but as Ausilent conversation partnersAy that facilitate deep decoding without interrupting the reading flow.
The significant effect size .
2p = .
confirms that when digital platforms act as an affective Ausafe haven,Ay they effectively lower the affective filter, encouraging risk-taking among students who are typically marginalized in face-to-face interactions.
Therefore, teachers in Islamic educational contexts should move beyond AuEnglish-onlyAy policies.
Instead, instruction should actively incorporate comparative syntax activities explicitly mapping English subject-predicate structures against Arabic mubtadaAo-khobar logic.
This approach validates the students'/Santri identity and transforms their religious literacy from a passive background into an active pedagogical asset for mastering academic English.
Our research expands the discussion of digital learning by clarifying the scope of applications for multimodal interaction.
Although that digital environments expand pedagogical opportunities through multimodal interaction and personalized learning (B.
Li.
Fei.
Li.
Chua, & Ji, 2025.
Mhlongo.
Mbatha.
Ramatsetse, & Dlamini, 2023.
Sharif & Uckelmann, 2024.
Xie.
Yang.
Zhang.
Chen, & Li, 2.
, our data clarifies this by showing that for bilingual students, the quality of linguistic support is more critical than mere multimodal diversity.
We observe that engagement is not solely driven by visual stimuli but also by the presence of specific semantic bridges between L1 and L2.
This aligns with Tai .
, whose empirical research confirms that translanguaging facilitates understanding.
However, we expand on this understanding by showing that in the digital ecosystem, this ease is more related to carefully selected cognitive interventions than to spontaneous social interactions.
Digital glossaries serve as Ausilent conversation partners,Ay enabling students to resolve lexical ambiguities immediately without interrupting their Reading flow.
In addition, this study draws on the concept of Aumultilingual shiftAy proposed by Anderson .
and Feltman .
, which challenges monolingual ideology in English language teaching (ELT) across face-to-face classrooms and digital interfaces.
Previous research has primarily focused on translanguaging as a pedagogical strategy in face-to-face communication contexts (Canals, 2022.
Tai.
Umam.
Sugiharto, & Manara, 2.
However, our findings address a critical gap in technologybased language learning identified by Liu & Zhang .
, namely the under-researched intersection with translanguaging.
By integrating multilingual resources directly into digital texts, we demonstrate that translanguaging can be effectively systematized.
This suggests that the Auinclusive classroomAy described by Fang et al.
(Fang et al.
, 2.
can be reproduced in digital spaces through algorithmically integrated linguistic support, providing equal access to meaning even in the absence of bilingual Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
254 of 258 Perhaps the most important theoretical implication of this study is the phenomenon of Aumetacognitive bridgingAy observed through religious literacy.
Although Veliz .
found that strategic code-switching contributes to metacognition, our conclusions expand on this by identifying specific grammatical logic unique to the madrasah context described by (Djuaini, 2.
transforming religious literacy into a metalinguistic structure .
, utilizing Mubtada-Khobar logi.
, the findings challenge the traditional view of L1/L2 interference.
Instead, this suggests a Auvertical integrationAy of multilingual resources where sacred literacy validates academic acquisition and instead suggests that Aumultilingual shiftsAy in education, as noted by Anderson .
, should be expanded to include Ausacred literacyAy as a legitimate cognitive reserve.
Confirming this Ausantri cognitive model,Ay this study implies that equitable ELT policies in classrooms should not only be bilingual (Englishnational languag.
, but also actively utilize the entire linguistic repertoire of students, which is often based on religion, to deepen text analysis.
From a methodological perspective, the digital ecosystem developed in this study provides a basis for addressing gaps in research on translanguaging digital ecosystems, a recognized severe weakness.
Unlike observational research in face-to-face classrooms, where AusilentAy cognitive processes are often overlooked, our platformAos ability to collect detailed data, such as specific clicks on the Auconcept alignmentAy glossary, facilitates a more accurate analysis of how students mobilize their resources.
Such AuengineeringAy of the learning environment enables systematic follow-up research to test which types of digital support .
, lexical or structura.
are most effective at triggering the comprehension mechanisms discussed by Tai .
Furthermore, by demonstrating how Lee et al.
Aos .
concept of multimodal interaction can be implemented to support specific linguistic identities, the platform serves as a replicable model for future research on how technology can be developed not only to deliver content but also to actively acknowledge the diverse linguistic realities of students in technologymediated environments.
From a policy perspective, this study advocates for a fundamental redesign of Educational Technology (EdTec.
in the Global South to align with UNESCOAos mandate for inclusive education.
The current dominance of 'monolingual design' in global learning platforms often fails to accommodate the hybrid linguistic realities of bilingual students.
Consequently, policymakers and developers must prioritize the creation of a translingual user experience (UX).
Such ecosystems should algorithmically recognize and welcome code-switching .
Javanese.
Indonesian, and Arabic input.
rather than flagging them as errors.
By integrating, rather than suppressing, local and religious identities, educational policies can dismantle cognitive barriers and foster a truly equitable learning environment for students at the intersection of religious and secular education.
Affective affordances in digital spaces Finally, our finding emphasizes the important but often overlooked emotional aspect of digital Although most literature focuses on cognitive benefits, this study shows that the digital ecosystem functions as an emotionally safe space, a virtual space that neutralizes the stigma associated with foreign accents and grammatical imperfections (Cody & Collins, 2.
Qualitative data shows that students feel much safer using their local languages (Javanese/Madures.
in digital interfaces than in face-to-face classrooms.
This aligns with Yilmaz .
, (Tian & Yuan, 2.
, and (Angermeyer, 2.
who argues that translation reinforces marginalized identities.
However, we expand on this by showing that technology acts as an impartial intermediary.
Unlike human teachers, who may unintentionally show disapproval of L1 use through body language, digital platforms accept multilingual input neutrally (Alon & KrtaliN, 2025.
Kusumaningputri, 2.
This Auemotional opennessAy reduces emotional filters, which directly contributes to the sustained engagement and high levels of comprehension observed in the experimental group.
This finding significantly changes our understanding of the concept of Austudent engagementAy in digital learning.
Lee et al.
associate student engagement primarily with interactive technology features .
, gamificatio.
However, our research shows that for bilingual students in Global South Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
255 of 258 countries, student engagement is rooted mainly in identity recognition.
The ability to use Baso-Jowo (Javanes.
or Bahasa Indonesia alongside English creates a sense of Aulinguistic hospitalityAy in the This confirms the multimodal tools that affirm identity (Cenoz & Gorter, 2.
, but adds an important nuance digital spaces allow for the practice of personal identity (Cenoz.
Santos, & Gorter.
Students can test their understanding using their entire linguistic repertoire without public scrutiny, thereby strengthening their confidence before participating in public presentations.
Thus.
AudigitalAy not only replaces Auface-to-faceAy.
it also provides irreplaceable psychological protection for taking risks in language learning.
The impact of this emotionality extends beyond pedagogy and influences educational policy.
emphasized by Goodman and Tastanbek .
, translinguistics is consistent with sociolinguistic reality (Y.
Li, 2025.
Maseko & Mkhize, 2.
Digital tools reflect studentsAo real linguistic lives .
hich are chaotic, dynamic, and hybri.
, their performance improves.
This calls into question the AumonolingualAy design that dominates most global EdTech products.
Future research and development should move towards Autranslinguistic user experience (UX)Ay interface design that essentially acknowledges and welcomes code-switching.
Specifically, in madrasah education, this means recognizing that studentsAo emotional connection to English is often influenced by their local and religious identities.
Rejecting these identities in the classroom means rejecting the emotional roots of accepting them in digital formats means creating an environment conducive to academic CONCLUSION This study challenges the deeply rooted monolingual ideology in English language teaching (ELT) by empirically demonstrating that targeted use of digital technology for interlingual communication significantly improves Reading comprehension among multilingual madrasah students.
By bridging the gap between digital pedagogy and linguistic flexibility, we conclude that Aumultilingual proficiencyAy in the context of religious education is realized through two distinct mechanisms: conceptual alignment, where digital support transforms translation into a deep semantic bridge, and the cognitive abilities of madrasah students, where religious literacy (Arabic grammatical logi.
functions as a superior metalinguistic tool for deconstructing English syntax.
Furthermore, the digital environment functions as an Auemotional refuge,Ay reducing linguistic uncertainty and affirming studentsAo hybrid These conclusions have profound implications for English language teaching (ELT) policies and practices in the Global South.
We argue that ignoring studentsAo local languages and religions in the learning process is not only a pedagogical oversight but also a cognitive barrier to achieving equitable Therefore, we propose shifting to a AuTranslingual Digital EcosystemAy learning platform, specifically designed to leverage, rather than suppress, studentsAo complex linguistic repertoires.
Further research should extend this study longitudinally to examine the long-term preservation of these metacognitive strategies and investigate how such Ausacred-secularAy linguistic transfer can occur in the context of other religious education around the world.
Ultimately, this research affirms that in the digital age, effective language education must take identity into account, recognizing that for madrasah students, learning English means orientation in a world where religion, culture, and modernity Acknowledgments: The authors would like to extend their sincere gratitude to the principals.
English teachers, and students of the two participating State Islamic Senior High Schools in East Java for their cooperation and participation in this study.
We also express our appreciation to the panel of experts who validated the instruments and provided valuable feedback on the digital intervention design.
Support from Universitas Kiai Abdullah Faqih Gresik in facilitating the research administration is also gratefully acknowledged.
Conflicts of Interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Imam Nur Aziz.
Nurah Abdul Wahid Abdullah Siddik / Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
7, 1 (January-June, 2.
256 of 258
REFERENCES