ბუსკივაძე, ხათუნახათუნაბუსკივაძებარათაშვილი, ზურაბზურაბბარათაშვილიBuskivadze, KhatunaKhatunaBuskivadzeBaratashvili, ZurabZurabBaratashvili2025-02-282025-02-282023https://openscience.ge/handle/1/8012https://multilingualeducation.openjournals.ge/index.php/ijml/article/view/7681/7624This paper explores Georgian students’ errors influenced by their L1 and their perceptions on integrating translanguaging into error correction in the writing task. Implementing translanguaging (simultaneous use of Georgian and English languages as a unitary meaningmaking system) as a tool of correcting Georgian students’ errors in writing seems to be the novelty of our research. The given case study deals with 21 Georgian students, aged 16-17, learning English as a foreign language. Both, qualitative (online questionnaire for students) and quantitative methods were used. Students’ general errors were classified accordingly: grammar (e.g., tense and aspect (17), agreement (15), number (24), infinitive and gerund (5), article (19)) (Overall – 80); Vocabulary (missing word, extra word, wrong word) (Overall – 49); Spelling (Overall – 54); Punctuation (Overall – 31); Out of which errors stipulated by L1 were distinguished. The survey found that the most students (≈ 52%) supported replacing the monolingually-focused way of giving feedback on writing tasks. However, some students (≈ 33%) were skeptical of the translanguaging approach and found it unexpected and unnecessary. The study suggests that implementing translanguaging as a tool of correcting students’ errors, i.e., emphasizing the role of L1 can enhance learners’ understanding of grammar and vocabulary in both languages.enენათმონაცვლეობაშეცდომებიწერითი დისკურსიინგლისური როგორც უცხო ენაქართველი შემსწავლელებიTranslanguagingErrorsWriting discourseEFLGeorgian learnerstext::journal::journal article10.22333/ijme.2023.22008