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This study evaluates the impact of a proposed blended learning programme on developing Egyptian secondary students’ translation skills from English into Arabic, while examining learners’ perspectives on the same programme. 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The current study aimed at measuring the effect of a proposed blended learning programme on developing Egyptian secondary students’ translation skills from English into Arabic; and exploring students’ perspectives on this proposed programme. Social constructivism informs this study as its theoretical framework. This study adopted a mixed-methods research design with quasi-experimental research design and semi-structured interviews. Participants were divided into experimental and control groups, with 20 students each. Results showed thatthe blended learning programme proved significantly more effectivein developing the translation skills of the experimental group students. Moreover, students' perspectives on the benefits and challenges of using the blended learning programmewere reported. Theoretical and pedagogical implications for the teaching of translation using blended learningare provided.  \nKeywords: blended Learning, translationskills, English/Arabic, students’ perspectives, mixed methods, Egyptian learners of English.  \n[1](1 aha202@yahoo.com)[ aha202@yahoo.com](1 aha202@yahoo.com)  \nIntroduction andBackground  \nTranslation, as the fifth language skill, in the language classroomrepresents an essential element of students’ linguistic and communicative competence that prepares them for real-life situations in their studies and future jobs (Naimushin, 2002) . Translation is defined as “the process of translating words or text from one language into another; and the written or spoken rendering of the meaning of a word, speech, book or other text, in another language”(Stevenson, 2003, p.1889) . The present study is limited to the process of translating words or text from English into Arabic, by secondary school students.  \nThe ability to produce an accurate and correct translation from/to a second/foreign language constitutes a challenge to student translators for two reasons. First, translation teaching has a complex nature, which requires more dynamic pedagogical methods (Li, 2006). Second, many approaches to teaching translation require more flexibility and adaptability to students’ needs and building bridges between language teaching and translation pedagogy (Carreres, 2006) .  \nPrevious research has shown thatArab students encounter some problems while translating from English into Arabic. For example, the literal translation of the English passive voice sentences from English into Arabic is a common problem (Khalil, 1993) . This problem was attributed to the little attention paid to the non-equivalency syntactic structures between Arabic and English and translation procedures. Other research showed that Arab students face some translation problems at the level of syntax, layout and content of the legal texts written in English (Farghal&Shunnaq, 1992) . Moreover, Farghal (1995) cited five lexical/discoursal translation problems encountered by Arab postgraduate students, when they translate from English into Arabic: Translation of metaphorical expressions; translation of English phrasal verbs; students’ altering of impersonal English pronouns for personal ones; finding formal and functional equivalence of lexical items; and missing the thought relationships between sentences (i.e. addition, contrast, and cause/effect).In addition, Thawabteh (2011) indicated that Arab students encounter many linguistic, cultural and technical problems when subti","cbCaidoX17GJdM1Q","https://ap.wps.com/l/cbCaidoX17GJdM1Q","pdf",2175892,31,"English","# Abstract\n# Introduction and Background\n## Translation as a Language Skill\n## Challenges in English-to-Arabic Translation\n## Problems Identified in Students’ Exam Responses\n## Blended Learning as an Instructional Approach","[{\"question\":\"What does the study aim to investigate about blended learning?\",\"answer\":\"The study measures the effect of a proposed blended learning programme on developing Egyptian secondary students’ translation skills from English into Arabic and explores students’ perspectives on the programme.\"},{\"question\":\"What theoretical framework guides the study?\",\"answer\":\"The study uses social constructivism as its theoretical framework.\"},{\"question\":\"How is the research designed and what data are collected?\",\"answer\":\"The study uses a mixed-methods design with a quasi-experimental approach and semi-structured interviews, comparing experimental and control groups and gathering learners’ perspectives.\"}]","Effects and Students’ Perspectives of Blended Learning on English into Arabic Translation - Research Study | PDF",1792072884,78]