University Students’ Perspectives on Translation Tasks in EFL Classes: A Qualitative Study
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Abstract
The growing recognition of English as a vital tool for academic and professional advancement has prompted the Moroccan Ministry of Higher Education to mandate English instruction for undergraduate and postgraduate students across all disciplines. Traditionally, English language instruction in Moroccan universities has adhered to monolingual approaches that discourage the use of students’ first language (L1). However, the systematic integration of translation tasks may offer pedagogical benefits, particularly for learners with limited English proficiency. This qualitative study investigates university students’ attitudes toward incorporating translation exercises in English as a Foreign Language (EFL) classes. Over the course of one semester, a Master’s-level English class engaged in structured translation tasks. Subsequently, 25 students participated in individual structured interviews. Thematic analysis of the responses revealed that students held positive perceptions of translation tasks, citing their role in enhancing vocabulary acquisition, building self-confidence, and promoting active classroom participation.
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