Perceptions of University Students Regarding the Implementation of Translation as a Teaching Strategy

Abstract

Translation has historically been a subject of debate in the field of English education. It has been widely disregarded as a legitimate endeavor for language practice and enhancement. Despite the opposition of many language educators, the prevailing view on the use of translation in language classrooms is gradually shifting. Increasingly, experts are recognizing the beneficial role that the first language plays in English Language Teaching (ELT). This topic has been deliberated in the context of language pedagogical techniques. The primary objective of this study was to examine the utilization of translation as a learning approach by Vietnamese English learners in their pursuit of acquiring proficiency in the English language. It is also important to identify the translation mechanisms that students employ during the learning process. To do this, the study utilized the quantitative approach, involving 120 Vietnamese university students who are learning English as a foreign language. Subsequent data analysis and statistical calculations demonstrated that language learners employed a diverse range of learning strategies pertaining to translation in order to comprehend, retain, and generate English, regardless of whether their teachers opposed such practices.