Translation Tools as a Vocabulary Acquisition Strategy among ESL Learners: A Descriptive Survey Study

Abstract

Digital and AI-powered translation tools have transformed the way English as a Second Language (ESL) learners learn new words in an academic setting. The present study looked into what translation was as a vocabulary acquisition strategy and studied the vocabulary domains that prompt translation support, the use of translation tools by the learner, and the perception of the benefits and limitations of translation. The design of the study was quantitative descriptive survey, data were gathered from 55 students learning English as a second language at University College of Darb, Jazan University using a structured online questionnaire. The results indicate that the respondents used translation tools regularly, with AI-powered tools like Google Translate and ChatGPT being the tools of choice. Academic vocabulary and technical terms were the most common reasons for needing translation assistance, with the number of times idiomatic expressions were requested coming in third. The majority of learners felt that translation was useful to understand and memorize new vocabulary, but they also expressed worries about becoming overly dependent on translation, having incorrect translations, and losing their capacity to think in English. The conclusions of the study are as follows: When translation is used critically, selectively and together with other learning strategies, it can be used as a supporting vocabulary learning strategy. While the study assumes its conclusions from self-reported data collected from a small sample, the results reflect the practices and perceptions of the learners and not the direct effectiveness of translation as a method of vocabulary acquisition.