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<p>This study offers a diagnostic assessment of the multifaceted challenges encountered by English as a Foreign Language (EFL) students enrolled in translation-focused programs at a large public Egyptian university. Adopting a mixed-methods framework, the research combined quantitative data from a questionnaire administered to 100 third- and fourth-year students with qualitative insights from structured classroom observation of an undergraduate “Introduction to Translation Studies” course to triangulate the findings. The questionnaire operationalized three key constructs—linguistic competence, intercultural competence, and perceived pedagogical adequacy—while the observation protocol examined instructional strategies, authenticity of tasks, technology use, and classroom interaction. Through this integrated approach, the study identified wide-ranging deficiencies that impede the systematic development and assessment of translation competence in this institutional context. Results reveal substantial linguistic difficulties, particularly in mastering specialized terminology, idiomatic expressions, and collocations, alongside marked gaps in intercultural competence when students translate culturally loaded texts and socio-cultural concepts. Students also expressed critical views of current pedagogical methods and curriculum design, reporting an imbalance between theory and practice, limited exposure to authentic translation tasks, and insufficient integration of computer-assisted translation (CAT) tools and AI-based platforms. Correlation analyses further demonstrated that linguistic and intercultural shortcomings are closely associated with lower perceptions of the program’s effectiveness. While these findings are specific to one institutional setting, they underscore the urgent need for data-driven reform in translation education and assessment. Key implications include revising curricula to embed technology-rich, authentic translation tasks; establishing explicit, performance-based assessment of linguistic and intercultural competence; and designing targeted interventions that address specialized lexis and intercultural mediation as core components of translator training in Egyptian EFL programs.</p>

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A diagnostic assessment of translation competence: linguistic and intercultural gaps in Egyptian EFL programs

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  • 发表日期：

    2026年1月17日

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  • Mohamed Mekheimer

摘要

This study offers a diagnostic assessment of the multifaceted challenges encountered by English as a Foreign Language (EFL) students enrolled in translation-focused programs at a large public Egyptian university. Adopting a mixed-methods framework, the research combined quantitative data from a questionnaire administered to 100 third- and fourth-year students with qualitative insights from structured classroom observation of an undergraduate “Introduction to Translation Studies” course to triangulate the findings. The questionnaire operationalized three key constructs—linguistic competence, intercultural competence, and perceived pedagogical adequacy—while the observation protocol examined instructional strategies, authenticity of tasks, technology use, and classroom interaction. Through this integrated approach, the study identified wide-ranging deficiencies that impede the systematic development and assessment of translation competence in this institutional context. Results reveal substantial linguistic difficulties, particularly in mastering specialized terminology, idiomatic expressions, and collocations, alongside marked gaps in intercultural competence when students translate culturally loaded texts and socio-cultural concepts. Students also expressed critical views of current pedagogical methods and curriculum design, reporting an imbalance between theory and practice, limited exposure to authentic translation tasks, and insufficient integration of computer-assisted translation (CAT) tools and AI-based platforms. Correlation analyses further demonstrated that linguistic and intercultural shortcomings are closely associated with lower perceptions of the program’s effectiveness. While these findings are specific to one institutional setting, they underscore the urgent need for data-driven reform in translation education and assessment. Key implications include revising curricula to embed technology-rich, authentic translation tasks; establishing explicit, performance-based assessment of linguistic and intercultural competence; and designing targeted interventions that address specialized lexis and intercultural mediation as core components of translator training in Egyptian EFL programs.