This paper reports the experience of implementing a translanguaging strategy with foreign language learners belonging to the Language Learning Support programs from Universidad de La Sabana, who struggled with sentence structure and pronunciation when speaking in English. Considering ongoing empirical observation and the results obtained during the speaking tasks and exams, it has been proven that this skill has been one of the most difficult ones to consolidate in our language learners’ population. Due to that, this strategy aimed at helping these new language learners to reflect and self-direct their oral performance development. Multimodality tools, which included a Powtoon tutorial video, color cards, a mobile-voice recorder application, a Google document and Google translator application were used to present and implement this strategy, so that learners could undertake a specific course of action to cope with their speaking difficulties. Drawing on the preliminary gathered data from tutor’s journals, student’s e-portfolio and interviews, this qualitative case study shows how confidence and self-regulation are fostered after including student’s mother tongue and ICT tools. These findings suggest the need to expand this implementation with learners of different proficiency levels who also find difficult to express orally. Moreover, the study unveils factors and conditions to view the mother tongue as an advantageous resource rather than as an obstacle to learn a foreign language.