| This study explored the role of translanguaging as a self-regulated learning mechanism in EFL writing processes among Indonesian university students. Using a qualitative approach combining multimodal conversation analysis, interpretative phenomenological analysis, and content analysis, this study examined classroom interactions, student work samples, and interview data from intermediate-level learners. The findings revealed that students employed translanguaging throughout all stages of the writing process, including prewriting, drafting, evaluation, and revision. This study identified four macro strategies of translanguaging within Canagarajah's (2013) translingual negotiation framework—envoicing, recontextualization, interactional, and entextualization—while also expanding the framework with an additional macro category called multimodal strategies. Several micro strategies were observed, including approximation, code-switching/code-mixing, rhetorical tendencies, contextualization cues, confirmation checks, clarification requests, comprehension checks, self-reformulation/correction, mime, appeal for assistance, leveling, ambiguity signaling, synchronized validation, integrated gesticulation, dynamic emphasizing, regulating flow, and visualizing thinking strategies. These strategies enhanced both the self-control and self-observation subprocesses of Zimmerman's self-regulation Performance Phase (2002) model. Importantly, translanguaging strategies demonstrated a positive impact on students' writing quality, improving content, structure, supporting details, grammar, and vocabulary. The integration of translanguaging and multimodalities enhanced metalinguistic awareness and enriched the feedback process, particularly in the prewriting and evaluating stages. This study also highlighted the synergistic relationship between linguistic and non-linguistic resources, including technology, social interactions, and material contexts, in facilitating self-regulated writing processes. These findings aligned with the language ecology perspective, emphasizing the need to consider language use within broader societal contexts. This study offered valuable insights for language practitioners on creating inclusive learning environments that recognize and valorize students' diverse resources as self-regulatory tools. It concluded by emphasizing the need for further research to challenge existing monolingual paradigms of language teaching, especially in EFL contexts, and recognized translanguaging repertoires to facilitate effective communication and meaning-making. |