Bridging Languages: Students’ and Teachers’ Perceptions of Translation Use in Saudi EFL Classrooms

Abstract

This study investigates the perceptions of teachers and learners regarding the use of translation as a pedagogical tool in English as a Foreign Language (EFL) classrooms. Employing a mixed-methods approach, the research incorporated quantitative data from two questionnaires—the Inventory for Beliefs about Translation (IBT) and the Inventory for Translation as a Learning Strategy (ITLS) along with qualitative insights from focus group interviews with university students and educators. The sample included 60 university students and three educators from a private university. The findings indicated a slight difference in attitudes toward translation between first-year and second-year learners, as determined by an independent samples t-test. Additionally, learners believe that the use of translation strategies significantly helps their English language proficiency, serving as a dynamic strategy for comprehension, retention, and production. Teachers recognized the usefulness of translation strategies for teaching vocabulary and grammar, as well as clarifying meaning. However, they expressed caution regarding their frequency of use due to potential interference from their mother tongue and the time-consuming nature of translation activities. Despite mixed opinions, participants generally held positive beliefs about translation tasks to enhance learning across all language skills. The study highlights the importance of balancing contextualized strategies that promote English while utilizing students' native language and translation strategies, stressing the need for professional development to support teachers in embracing these plausible pedagogical tools.