Investigating the Impact of Direct Translation from Arabic (L1) to English (L2) on EFL Students' Conversational Skills: Evidence from Libyan University Context.

Abstract

This research study investigated how direct translation from Arabic (L1) in to English (L2) affects the conversational skills of Libyan EFL student-teachers at the Faculty of Education, University of Tripoli. Adopting a mixed methods sequential exploratory approach, the research gathered data from 40 students and three EFL instructors using semi-structured interviews and a closed-ended questionnaire. The findings indicated that the majority of students rely on a two-step mental process in which ideas are first formulated in Arabic and then translated into English. This L1 reliance significantly resulted in reduced fluency and a higher incidence of grammatical and lexical errors as around 90% of students rely heavily on direct translation. Quantitative findings revealed that 83.4% of participants tended to think in Arabic before speaking, and 80% of participants showed noticeable fluency reduction as a result of L1 reliance. Findings further showed increased anxiety, frequent pauses & hesitations, and reluctance to engage in oral communication among EFL students. Instructors also confirmed that interference from L1 is a major barrier to speaking fluency. Overall, the study concluded that reducing reliance on L1 entails more focused teaching interventions, increasing greater exposure to L2, and professional training in L2 only communicative strategies and practices.