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Enhancing EFL translation in google classroom: a comparative study of online, CD-ROM, and paper dictionaries.

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Title: Enhancing EFL translation in google classroom: a comparative study of online, CD-ROM, and paper dictionaries.
Authors: Mekheimer, Mohamed1 (AUTHOR) mohamed.abdelgawad3@edu.bsu.edu.eg
Source: Asian-Pacific Journal of Second & Foreign Language Education. 2/2/2026, Vol. 11 Issue 1, p1-26. 26p.
Subject Terms: *English as a foreign language, *Electronic dictionaries, *Virtual classrooms, *Academic motivation, *Encyclopedias & dictionaries, *Translating & interpreting
Abstract: This mixed-methods study investigated the effects of different dictionary formats within Google Classroom on the translation performance and attitudes of English as a Foreign Language (EFL) learners. One hundred twenty male EFL university students in Egypt were assigned to one of three groups: an online dictionary, a CD-ROM dictionary, or a traditional paper dictionary control. Quantitative analysis revealed that both digital dictionary groups significantly outperformed the paper-based control group in translation accuracy, confidence, and enjoyment. However, while no significant quantitative differences emerged between the two digital groups, qualitative findings revealed a stark experiential divide. Participants lauded the online dictionary for its comprehensive features and empowering user experience, which fostered confidence and enjoyment, while describing the CD-ROM as limited and frustrating. These findings demonstrate that while any digital integration surpasses traditional methods, the specific pedagogical affordances of a tool are paramount; statistical parity in performance can mask crucial differences in learner agency and motivation. This study concludes that in technology-enhanced translation pedagogy, selecting tools with superior usability and rich features is essential not only for improving performance but for cultivating the positive affective experiences that underpin sustainable learning. [ABSTRACT FROM AUTHOR]
Copyright of Asian-Pacific Journal of Second & Foreign Language Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Enhancing EFL translation in google classroom: a comparative study of online, CD-ROM, and paper dictionaries.
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  Data: <searchLink fieldCode="AR" term="%22Mekheimer%2C+Mohamed%22">Mekheimer, Mohamed</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mohamed.abdelgawad3@edu.bsu.edu.eg</i>
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  Data: <searchLink fieldCode="JN" term="%22Asian-Pacific+Journal+of+Second+%26+Foreign+Language+Education%22">Asian-Pacific Journal of Second & Foreign Language Education</searchLink>. 2/2/2026, Vol. 11 Issue 1, p1-26. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Electronic+dictionaries%22">Electronic dictionaries</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Encyclopedias+%26+dictionaries%22">Encyclopedias & dictionaries</searchLink><br />*<searchLink fieldCode="DE" term="%22Translating+%26+interpreting%22">Translating & interpreting</searchLink>
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  Data: This mixed-methods study investigated the effects of different dictionary formats within Google Classroom on the translation performance and attitudes of English as a Foreign Language (EFL) learners. One hundred twenty male EFL university students in Egypt were assigned to one of three groups: an online dictionary, a CD-ROM dictionary, or a traditional paper dictionary control. Quantitative analysis revealed that both digital dictionary groups significantly outperformed the paper-based control group in translation accuracy, confidence, and enjoyment. However, while no significant quantitative differences emerged between the two digital groups, qualitative findings revealed a stark experiential divide. Participants lauded the online dictionary for its comprehensive features and empowering user experience, which fostered confidence and enjoyment, while describing the CD-ROM as limited and frustrating. These findings demonstrate that while any digital integration surpasses traditional methods, the specific pedagogical affordances of a tool are paramount; statistical parity in performance can mask crucial differences in learner agency and motivation. This study concludes that in technology-enhanced translation pedagogy, selecting tools with superior usability and rich features is essential not only for improving performance but for cultivating the positive affective experiences that underpin sustainable learning. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Asian-Pacific Journal of Second & Foreign Language Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191289959
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              Text: 2/2/2026
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