Pedagogical translation in Saudi EFL education: A cross-sectional mixed methods study of university teachers’ and students’ perspectives.

Bashiri, Mohammed 2025. Pedagogical translation in Saudi EFL education: A cross-sectional mixed methods study of university teachers’ and students’ perspectives. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

This study examines how pedagogical translation is perceived and applied in Saudi university EFL classrooms, considering the impact of institutional and demographic factors on teachers’ and students’ perceptions and practices. It further underscores the implications for classroom instruction, educational policy, and teacher training. A mixed-methods design was employed, combining surveys with semi structured interviews. Perceptions were shaped by demographic variables, with teachers’ views influenced by qualifications and training, and students’ perceptions mediated by gender, academic level, and language proficiency. Findings revealed generally positive attitudes toward pedagogical translation, particularly in relation to vocabulary, grammar, reading, writing, speaking, learner confidence, and anxiety reduction. Participants also highlighted its contribution to bilingual awareness and intercultural competence. Students preferred verbal and collaborative tasks for immediate support, whereas teachers emphasised written tasks to consolidate grammatical knowledge. Pedagogical translation was also perceived to support academic achievement and professional communication. Students reported extensive use of digital tools for autonomous learning, underscoring the role of translation in fostering learner independence, although teachers expressed concerns about uncritical reliance on such tools. Challenges identified included overdependence on L1, delayed fluency, passive learning, negative transfer, and time constraints. Institutional barriers, such as English-only policies and insufficient training, restricted formal implementation, resulting in informal use. The study positions pedagogical translation as a flexible, strategic approach adaptable across proficiency levels, advocating for its integration within a bilingual framework and formative assessment. It recommends embedding pedagogical translation into teacher preparation and professional development, with particular emphasis on digital literacy and critical engagement with translation tools, while accounting for demographic variation among educators and learners. Findings further suggest that L1 scaffolding through pedagogical translation can coexist productively with fluency-oriented instruction, even within predominantly monolingual contexts.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Welsh
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Date of First Compliant Deposit:	24 April 2026
Last Modified:	24 Apr 2026 16:00
URI:	https://orca.cardiff.ac.uk/id/eprint/186587

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