This study examined how two Translanguaging (TL) modes impact multilingual students' English skills. It also investigates the perceived benefits and disadvantages of the translanguaging practices used by both students and teacher. The research sample comprised 96 multilingual students divided into three groups: a control group and two experimental groups, one being a student-led TL group and the other a teacher-led TL group. This study employed a mixed-methods design to gather data through tests, questionnaires, and semi-structured interviews. Statistical analysis revealed significant improvements in language skills for the experimental groups. However, no significant differences were found between the two experimental groups in speaking, reading, and writing skills. The study showed that translanguaging was not viewed as a hindrance to language learning or as indicative of linguistic inadequacy. Participants used translanguaging to support their classmates with lower proficiency by translating, paraphrasing, and comparing words. They also used it for note-taking and brainstorming. Students' attitudes toward the use of translanguaging by the teacher were positive. This study provides valuable insights into the effectiveness and perceptions of translanguaging pedagogy among multilingual students.