This research explores the impact of translanguaging pedagogies on students’ self-efficacy and the influence of translanguaging on students’ Willingness to Communicate (WTC) in English. This research was conducted in a vocational college in Central Java, Indonesia. The method used was a qualitative case study. The population of this research consisted of 30 students (13 male and 17 female) enrolled in the Marketing Management program. Four students were purposely selected as the sample based on their active participation and experience with translanguaging. Data were collected through classroom observations and semi-structured interviews. The collected data were analyzed to identify patterns related to translanguaging practices and their effects on self-efficacy and WTC. The findings of the study revealed translanguaging pedagogies effectively enhanced students' self-efficacy by allowing them to utilize their native languages alongside English, thereby fostering self-efficacy in their linguistic abilities; translanguaging practices increased students’ WTC, as the flexible use of multiple languages reduced anxiety and created a supportive classroom environment. It can be concluded that translanguaging pedagogies play a vital role in enhancing students’ self-efficacy and willingness to communicate in English in vocational classrooms. Therefore, it is recommended that educators incorporate translanguaging practices to create inclusive and supportive learning environments; and future researchers explore translanguaging in different educational settings, participant demographics, and linguistic backgrounds to broaden the understanding of its impact.
