Abstract This mixed-methods study investigated the effects of different dictionary formats within Google Classroom on the translation performance and attitudes of English as a Foreign Language (EFL) learners. One hundred twenty male EFL university students in Egypt were assigned to one of three groups: an online dictionary, a CD-ROM dictionary, or a traditional paper dictionary control. Quantitative analysis revealed that both digital dictionary groups significantly outperformed the paper-based control group in translation accuracy, confidence, and enjoyment. However, while no significant quantitative differences emerged between the two digital groups, qualitative findings revealed a stark experiential divide. Participants lauded the online dictionary for its comprehensive features and empowering user experience, which fostered confidence and enjoyment, while describing the CD-ROM as limited and frustrating. These findings demonstrate that while any digital integration surpasses traditional methods, the specific pedagogical affordances of a tool are paramount; statistical parity in performance can mask crucial differences in learner agency and motivation. This study concludes that in technology-enhanced translation pedagogy, selecting tools with superior usability and rich features is essential not only for improving performance but for cultivating the positive affective experiences that underpin sustainable learning.
Mohamed Mekheimer (Mon,) studied this question.