Verifying the Efficacy of Translation as a Teaching Technique from EFL Teachers’ Perspective (Published)
The present paper aimed to shed light on L2 teachers’ perspectives on the use of translation in English language teaching (TILT) as a technique in (FL) setting. The related literature reviewed gave evidence that translation has a dynamic role in the EFL setting, and it contributed effectively in reducing language obstacles, motivating better communication, and evolving linguistic competence. The statistical analysis of the questionnaire revealed that there was a higher tendency among the teachers to use translation as an effective tool in L2 teaching. The respondents highly appreciated the effective role of (TILT) in the L2 environment since it increases learners’ awareness of the FL, encourages them to overcome difficulties in the L2. Likewise, they admitted that (TILT) in (L2) setting is a supportive and effective technique and sometimes necessary but it should be used rationally to avoid its pitfalls.
The purpose of this correlational study was to investigate the relationship between various possible components of L2 skill GPA. In theoretical terms, the objective of the study was on examining the explanatory power of the g factor of general intelligence versus multiple intelligences theory through a correlation of five aspects of L2 competence with GPA among a sample of 94 Kuwaiti students of English as an L2. The study was guided by five research questions: (1) Is there a statistically significant effect of intelligence on GPA? (2) Is there a statistically significant effect of aptitude on GPA? (3) Is there a statistically significant effect of personality on GPA? (4) Is there a statistically significant effect of motivation and attitude on GPA? (5) Is there a statistically significant effect of beliefs on GPA? Utilizing an odds ratio approach in which the comparison groups were (a) students who failed and students who did not fail, (b) students who excelled and students who did not excel, and (c) students who achieved at least average performance and students who did not achieve at least average performance, no statistically significant relationships were found between GPA and any of these predictors. The results were discussed in terms of their support for multiple intelligences theory, and some recommendations for future research were made