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

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.