Does Translation Contribute to Facilitating Second Language Acquisition?

Translation integration into second language acquisition (SLA) has been an ongoing debate. The present study examined the function of translation as a pedagogical vehicle in facilitating SLA by implementing a mixed-method design incorporating a questionnaire and semistructured interviews. The questionnaire was distributed to 355 learners enrolled in the English Language and Translation BA program at Qassim University, Saudi Arabia, and eight participants were also interviewed. The questionnaire investigated how translation did or did not facilitate SLA, while semistructured interviews offered students’ detailed perspectives on the benefits and challenges of utilizing translation as an instructional strategy to accelerate SLA. Questionnaire data were analysed via descriptive statistics and interview data were analysed via thematic analysis. The study provided empirical evidence underscoring the pivotal role of translation in facilitating SLA. The results of both the questionnaire and interview data indicated that translation contributes positively to efficient language skills development, comprehension of academic material and word meanings, vocabulary acquisition and retention and understanding of grammatical differences between the first (L1) and second (L2) languages. However, participants acknowledged that reliance on translation could obstruct learners’ thinking ability in the L2 and constrain direct engagement. Nevertheless, the interview data revealed several challenges, including the harmfulness of overreliance on translation—which could obstruct learners’ thinking ability in the L2 and constrain direct engagement—and impediments to communication. The study recommends that translation be thoughtfully integrated into L2 contexts while maintaining a balance between translation and the L2 throughout the learning process, particularly in early stages.