Learning without Technology: The Use of Print Dictionaries from a Translation Classroom Perspective

Abstract

       This study aims to investigate undergraduate students’ perceptions regarding the use of print dictionaries instead of digital tools and resources during in-class translation activities. Benefits and limitations of using print dictionaries in translation classrooms are also examined. A mixed-methods approach with a quantitative emphasis was employed. Qualitative data were collected to support the quantitative findings. Data were collected from 204 student participants through purposive sampling on a voluntary basis. The main instruments were a 3-point Likert-scale questionnaire, open-ended reflections, and classroom observations.

        Overall, the findings demonstrate that, in translation classroom settings, students tend to hold negative perceptions of print dictionaries. They view these resources as outdated, inconvenient to carry, and time-consuming. Hence, digital tools remain highly preferred. However, most students recognize that using print dictionaries supports cognitive engagement and promotes more careful word selection, which are essential components in the development of translation skills.

       The study provides valuable insights into how learners respond to traditional learning resources in classroom settings where technologies are restricted. This area has yet to be fully addressed in the literature. It also highlights a mismatch between students’ preferences for convenience and the need for cognitive engagement. Beyond this specific context, the study contributes to research on integrating traditional learning resources in digital-era translation classrooms. It suggests that this kind of integration may enhance learning processes and student engagement.