Abstract
This qualitative study investigates how Libyan English as a Foreign Language (EFL) university students strategically employ translanguaging practices when using artificial intelligence (AI) tools for academic writing. Drawing on semi-structured interviews with 24 undergraduate and postgraduate students from three Libyan universities (University of Tripoli, Azzytuna University, and Misurata University), this research explores the intersection of multilingual repertoires and AI-mediated writing processes. Findings reveal that students systematically integrate Arabic, English, and AI-generated content to overcome linguistic challenges, particularly in paraphrasing, literature review writing, and citation practices. The study identifies four key translanguaging patterns: (1) Arabic-to-English conceptual mapping through AI assistance, (2) strategic code-switching for comprehension verification, (3) AI-mediated translation for academic vocabulary acquisition, and (4) multilingual scaffolding for critical thinking development. Despite encountering challenges related to AI feedback accuracy and maintaining academic integrity, participants reported increased autonomy, confidence, and inclusive learning experiences. This research contributes novel insights to emerging scholarship on AI-mediated translanguaging in underrepresented multilingual contexts, offering pedagogical recommendations for integrating AI tools into EFL academic writing instruction in Libya and similar educational settings.
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Copyright (c) 2026 Enas Alhadi A Ben Rahoma (Author)