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The use of translation as a method for teaching English for Specific Purposes has recently gained attention. Historically speaking, the use of translation has been regarded as a constraint to learning a second language, especially considering the negative reputation of the Grammar-Translation school. However, current research has shown that translation could be used as an effective teaching method in ESP classes at the university level. This research aims to scrutinise published research about translation employment in ESP classrooms. The paper scrutinises 25 Articles using inductive thematic analysis. The articles under scrutiny resulted from a systematic literature search of Google Scholar, Web of Science, and Ebsco. The inductive thematic analysis led to the discovery of themes linked to the learner and translation activities and teaching practices, including defining learners’ level, course specifications and designing, academic and administrative instruction, translation as a communication tool, enhancing speaking accuracy, consolidating the learners' lexical repertoire and strengthening comprehension skills. Implementing translation activities in ESP classrooms is prominent in consolidating the four skills. The results of this paper suggest that the application of Translation in ESP classrooms as an aiding tool is a pivotal issue that English language teaching practitioners should consider.
Boukranaa et al. (Thu,) studied this question.