The Use of Translation in EFL Classes as L2 Learning Practice
Abstract The use of L1 in EFL classes has always been discussed controversially. Some research support the idea of its inclusion while some others do not. Some others still claim that it should be used for certain purposes. This study analyzes elementary learners’ reaction to the use of translation as a L2 learning practice. A classroom-based research that lasted 7 weeks was conducted with28 learners who were taught some grammatical subjects through the exercises based on translation as a L2 learning practice technique. Following this period, the participants were asked for their perceptions of this learning experience through a questionnaire as well as interview questions adapted from Liao (12002).Results of the study show that learners, in general, have had positive ideas that support the use of translation as a practice. More specifically, they believe that use of translation helps them reading comprehension and memorize target vocabulary. They also report as their frequently used strategies that they use bilingual dictionaries and translate the text first and then try to understand it. The study concludes that translation tasks could promote learners’ receptive skills and productive skills.