EFL STUDENTS’ PERCEPTIONS OF TRANSLATION QUALITY: EVIDENCE FROM A VIETNAMESE UNIVERSITY

Abstract

This study explores the perceptions of translation quality among third-year Vietnamese EFL students after completing a practice translation course. Translation quality is a multidimensional construct influenced by linguistic competence, cultural awareness, cognitive skills, and professional responsibility. While prior research has examined translation quality from the perspective of experts, learner-centered studies highlight the importance of understanding how students themselves conceptualize a good translation. Fifty-nine EFL students, aged 20–21, participated in this study. Although they had limited prior exposure to translation theory (approximately 30 periods), they engaged in practical translation exercises without the use of AI tools. Data were collected using a short open-ended questionnaire, guided by ten translation-related factors, including comprehension of the source text, command of source and target languages, cultural knowledge, analytical skills, and professional responsibility. Thematic analysis revealed that students emphasized the importance of conveying meaning accurately, maintaining naturalness and readability in the target language, considering cultural appropriateness, and applying analytical decision-making. The findings indicate that even with limited theoretical background, students develop reflective awareness of translation quality through practical engagement. These insights have implications for EFL translation pedagogy, suggesting that guided practice combined with reflective prompts can enhance learners’ understanding of what constitutes a good translation.