Digital-Assisted Translation and Vocabulary Retention for EFL Undergraduate Learners
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss1.1466Keywords:
Digital-assisted translations, Vocabulary Retention, EFL LearnersAbstract
Digital-assisted translation has changed the process of vocabulary learning. There is very little evidence that investigates their impact on learning vocabulary. Therefore, this study investigates the impact of digital-assisted translation on vocabulary retention of EFL undergraduate learners. 30 learners were randomly divided into two groups, one experimental, using a translation application (Google Translate) to complete vocabulary activities, and one control group, using traditional tools. Both groups completed an immediate post-test and delayed retention after two weeks. The study found that, although the assisted-translation group scored above average on the immediate test, there was a severe drop of retention in the delayed test. In contrast, the control group was better in long-term retention. The study indicates a clear risk of translation applications that in turn may degrade the process of vocabulary acquisition. It is important to train learners to limit one-click translations and use more context-based strategies that enhance promoting long-term building.
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