NON ENGLISH-MAJORED STUDENTS’ PERCEPTIONS OF USING L1 TRANSLATION IN VOCABULARY LEARNING

Abstract

This study investigates non-English-majored students’ perceptions of using L1 translation in vocabulary learning in an EFL context. A mixed-methods design was employed, involving a questionnaire administered to 374 students and semi-structured interviews with selected participants. The study explored four dimensions: perceived usefulness of L1 translation, its effectiveness compared to other vocabulary learning strategies, its cognitive and affective benefits, and its perceived limitations. The quantitative findings revealed that students held highly positive perceptions of L1 translation. Participants strongly agreed that translation facilitated vocabulary comprehension, improved retention, and supported more efficient learning. They also perceived it as more effective than strategies such as memorization and contextual guessing. In addition, students reported that L1 translation provided cognitive and affective benefits, including increased confidence, reduced anxiety, improved concentration, and greater classroom participation. However, moderate agreement was found regarding its limitations, particularly overdependence, reduced exposure to English input, and possible interference with communicative fluency. The qualitative findings supported these results, showing that students used translation to quickly understand unfamiliar vocabulary and link new words with prior knowledge, while also acknowledging potential drawbacks when it is overused. Overall, the study suggests that L1 translation is perceived as a valuable vocabulary learning strategy among non-English-majored students, functioning as both a cognitive and affective support. The findings highlight the importance of balanced use of translation alongside other vocabulary learning strategies in EFL instruction.