1- the main point of the whole research.

1- Introduction:This paper claims that translation is an effective tool in language learning in College of Arts. This was established based on a questionnaire distributed online to 36 female students. The data results of the fieldwork are presented, analyzed, and interpreted to support the previous claim of the research.This paper includes seven sections. The first section presents the main point of the whole research. The second section introduces a general background of the topic, the importance of the topic, the aim of the research, and the research hypothesis. The third section discusses the literature review which consists of two studies, “Inga Dagiliene, (2012). Translation as a Learning Method in English Language Teaching” which claims that translation is a useful tool in language teaching, and “Angeles Carreres, (2006) Strange Bedfellows: Translation and Language Teaching. The Teaching of Translation into L2 in Modern Languages Degrees: Uses and Limitations” which offers number of arguments about the use of translation in classroom and presents some resolutions. Each study is summarized and evaluated in relation to translation as a pedagogical tool. The fourth section deals with field work which contains research methodology, presentation, analysis, and interpretation of the data results. The fifth section concludes the entire research paper. The sixth section offers the references. The seventh section presents the questionnaire that had been used and distributed online to female English student in College of arts.2- General background:Oxfords defines translation as “The process of translating words or texts from one language into another” Newmark in Rudi Hartono also, defines translation as “Rendering the meaning of a text into another language in the way that the author intended the text.” Translation is the most consistently discussed topic among linguists. Some linguists find it beneficial while other do not. It aids people to transfer their ideas from one language to another which increase communication between different people.2.1 The importance of the topic: I believe that translation is an important topic for certain reasons. For example, it exposes students to new vocabulary which help them to enrich their vocabulary skills, it extends their knowledge of the suitable words, and it enhances their writing skills.2.2 Aim of the research:This paper aims at revealing the usefulness of translation as a tool in language learning in College of Arts.2.3 Research hypothesis:Translation is an effective tool in language learning.3- Literature review:3.1 Angeles Carreres, (2006). Strange Bedfellows: Translation and Language Teaching. The Teaching of Translation into L2 in Modern Languages Degrees: Uses and Limitations.(carreres, 2006) explores in his research the controversies surrounding the use of translation in the language classroom. He aims at resolving the issues of using translation in language classroom and figuring out some points for reflection which could serve as a basis for more needed empirical research on the topic. The study presents results of previous studies and analyzes some results, and uses a questionnaire that is distributed to undergraduate students in the Modern Language faculty at Cambridge. The study summarizes the arguments for the use of translation. For instance, Proponents of the audio-lingual and communicative methods reject the use of translation in classroom under the fact that it could do more damage than good. While others argue that translation into foreign language is an unrealistic exercise, so it is useless. After these arguments some places decided to banned translation. However, Carreres calls for a reassessment of the role of translation in language Pedagogy under the new insights that emerged in the recent years. He discusses Lavault’s teachers sample who favor the use of translation into L2 while some of them do not prefer the use of translation into L1. The questionnaire is distributed to 31 students and its results indicate that over half of the students consider translation to be among the most effective methods to learn a language moreover, all the 31 students believe that translation should be taught in a modern language degree. However, they also state that although it is useful but not the most enjoyable activity.Carreres presents a fine study that included number of arguments. He discusses every argument and comments on them. His findings furthermore, introduces a positive reaction from students toward the use of translation in language learning. Which calls for more research about the use of translation to enhance our teaching methods.3.2 Inga Dagiliene, (2012). Translation as a Learning Method in English Language Teaching.(Dagilien?, 2012) claims that translation is a righteous method for language practice and improvement. The article aims to prove the previous claim. The article methods are overview of the theoretical background, analysis of translation activities in the language classroom, and analysis of the results of the survey. On the theoretical background he lists number of scholars such as Ross (2000) who declares that translation is the fifth skill and it is the most important social skill since it encourages communication and comprehension. Scholars perceive translation as a pedagogical tool, as an effective tool. However, he also lists researchers who consider translation as inefficient and unreliable. Malmkjaer (1998, p.6) states seven reasons why translation is unfavorable for instance, translation differs from the four skills that define language competence and independent, translation takes tremendous time which could be used to teach the four skills, translation misleads students from thinking in the foreign language, translation is a bad test of language skills, translation causes confusion, it is only suitable for training translators, and it is unnatural. Inga also states Nolasco and Arthus suggestions about classroom activities. They state that classroom activities should meet certain criteria in order to work such as language is used for a goal, translation activities create an eagerness for communication, translation activities promote students to be creative, students are focused on what they are saying rather how they are saying it, students work independently of the instructor, and students determine what to utter or write. Furthermore, translation activities should not be used in isolation. Kaunas University of Technology introduces translation under the need to enhance students’ English language knowledge and to prepare them to pass language competence (level CI) examination.  The survey is carried out in the form of questionnaire. It consists of 78 third year students from the faculty of Design and Technologies at K.T.U. The questionnaire contains multiple choices and yes/no questions. Its results indicate that more proficient learners find translation as being effective language learning activity however, less proficient students find translation as being unsuitable nor useful. Furthermore, students state translation as a very useful to reading and vocabulary skills while students respond differently to other skills.Ingan in his remarkable study introduces the influence of translation in language learning. He presents almost a flawless article in which he lists number of scholars who disagree with the use of translation and other who highly recommend it. The questionnaire covers both proficient and less proficient students which is a good strategy. This study can be useful for future use.                                   4- Fieldwork:The fieldwork will be distributed online to female English students at K.F.U, College of Arts to answer the research question which is “Does translation help in language learning?” 4.1 Research methodology:I distributed an online questionnaire to 36 female English students. The questionnaire was send for all levels of English student to cover a wide scope of responds. Students from the third level were 8, students from fourth level were 3, students from fifth level were 4, students from sixth were 5, students from seventh were 10, students from eighth level were 6. Furthermore, to discover whether translation is an effective tool in language learning or not.4.2 Presentation of the field work:This research paper uses apparatus which is the online questionnaire. It endeavors to answer whether translation is an effective tool in language learning or not. The questionnaire is divided into four section contains four or more statement and can be answered with yes or no. the first section questions the impact of using translation in teaching. The second section questions translation impact on language learning. The third section questions translation impact on students’ acquisition. The fourth section questions the influence of translation on courses understanding.4.3 Analysis and Interpretation of date results:I will present the collected data from the questionnaire in tables and charts. The first section (The impact of using translation in teaching) is explained in table (1). The second section (Translation impact on language learning) is explained in table (2). The third section (Translation impact on students’ acquisition) is explained in table (3). The fourth section (The influence of translation on courses understanding) is explained in table (4). It will show the total results of each section.Table (1): Section (1): The impact of using translation in teaching:NUMBER STATEMENT YES NO1 Do you choose courses depending in whether the instructor uses translation in his/her teaching? 44.4% 55.6%2 Do you find it difficult if a teacher does not use translation in his/her teaching? 52.8% 47.2%3 Do you ask your instructor to translate? 38.9% 61.1%4 Do you believe that it is important to use translation in teaching? 88.9% 11.1%Chart (1): Graphical presentation of the impact of using translation in teaching: Table (1) (section (1) in the questionnaire) questions the impact of using translation in teaching. It is divided into four statements, the first statement askes “Do you choose courses depending in whether the instructor uses translation in his/her teaching?” 20 students responded (No) while 16 students answered with (Yes). 55.6% of the respondents were unconcerned with whether their instructor uses translation in his/her teaching method while 44.4% considered it important. The second statement asks, “Do you find it difficult if a teacher does not use translation in his/her teaching?” 19 students replied (Yes) while only 17 students answered (No). The percentage of (yes) is 52.8% so 19 students stated that they find difficulties whenever their instructor does not translate while only 47.2% of students perceived it as an acceptable thing meaning it does not create any difficulties for them. The third statement asks, “Do you ask your instructor to translate?” 22 replied (No) while 14 students said (Yes). 61.1% Of students stated (no) although they previously stated that they encounter difficulties when their teacher does not apply translation in his/her teaching method while merely 38.9% of students stated that they ask their teachers to translate. The fourth statement asks, “Do you believe that it is important to use translation in teaching?” 32 students said (Yes) while only 4 replied (No). The 88.9% of students answered positively while only 11.1% answered negatively. Thus, almost all students find that translation is important in teaching method.Table (2): Section (2): Translation impact on language learning:NUMBER STATEMENT YES NO1 Did translation help your writing skill? 72.2% 27.8%2 Did translation help your reading skill? 81.3% 18.8%3 Do you believe that translation improve your writing and reading skill? 86.1% 13.9%Chart (2): Graphical presentation of translation impact on language learning: Table (2) (section (2) in the questionnaire) questions translation impact on language learning. It is divided into three statements, the first statement askes “Did translation help your writing skill?” 26 students responded (Yes) while 10 students answered with (No). 72.2% of the respondents answered with (Yes) which indicates that translation enhanced students’ writing while 27.8% replied (No) translation did not aid them in writing. The second statement asks, “Did translation help your reading skill?” 13 students replied (Yes) while only 3 students answered (No). The percentage of (yes) is 81.3% so 13 students stated that translation helped them in reading while only 18.8% of students stated that it did not. The third statement asks, “Do you believe that translation improve your writing and reading skill?” 31 replied (Yes) while 5 students said (No). 86.1% Of students stated (Yes) while merely 38.9% of students stated (No). The huge different between the percentages indicates that over half of students perceived translation as a useful tool which enhances their reading and writing skills. Thus, translation in fact, have huge impact on language learning.Table (3): Section (3): Translation impact on students’ acquisition:NUMBER STATEMENT YES NO1 Does translation expand your vocabulary? 100% 0 %2 Does translation improve your selection of the appropriate words in the relative courses? 88.9% 11.1%3 Do you think that translation enrich your collection of vocabulary? 86.1% 13.9%Chart (3): Graphical presentation of translation impact on students’ acquisition: Table (3) (section (3) in the questionnaire) questions translation impact on students’ acquisition. It is divided into three statements, the first statement askes “Does translation expand your vocabulary?” 36 students responded (Yes). 100% of the respondents answered with (Yes) which indicates that translation undoubtedly expands students’ vocabulary. The second statement asks, “Does translation improve your selection of the appropriate words in the relative courses?” 32 students replied (Yes) while only 4 students answered (No). The percentage of (yes) is 88.9% so 32 students stated that translation helped them in words selection while only 11.1% of students stated that it did not. The third statement asks, “Do you think that translation enrich your collection of vocabulary?” 31 replied (Yes) while 5 students said (No). 86.1% Of students stated (Yes) while merely 13.9% of students stated (No) there are a huge difference between the percentages indicates a total agreement on translation impact on students’ acquisition. Therefore, translation surely is useful in terms of students’ vocabulary.Table (4): Section (4): The influence of translation on courses understanding:NUMBER STATEMENT YES NO FREQUENTLY RARELY SOMETIMES NEVER A GREAT DEAL1 How often do you resort to translation to understand literary text? 47.2% 8.3% 41.7% 0% 2.8%1.1 If so, was it helpful? 52.8% 47.2% 2 How often do you resort to translation to understand literary text? 27.8% 25% 41.7% 0% 5.6%2.1 If so, was it helpful? 91.7% 8.3% 3 Do you believe that translation aid you to understand literary and linguistic texts? 100% 0% Chart (4): Graphical presentation of the influence of translation on courses understanding: Table (4) (section (4) in the questionnaire) questions the influence of translation on courses understanding. It is divided into five statements, the first statement asks, “How often do you resort to translation to understand literary text?” 17 students answered (frequently) its percentage is 47.2%, 15 students replied (sometimes) its percentage is 41.7%, 3 students answered (Rarely) its percentage is 8.3%, 1 student answered (A great deal) its percentage is 2.8% while no one replied with (Never) thus, its percentage is 0%. This shows that students are more likely to use translation to understand the literary texts. Students also were asked to state whether it was useful or not, 35 students agreed that using translation aid them to comprehend literary texts while only 1 student did not. The second statement asks, “How often do you resort to translation to understand literary text?” 15 students answered (sometimes) its percentage is 41.7%, 10 students replied (frequently) its percentage is 27.8%, 9 students answered (Rarely) its percentage is 25%, 2 students answered (A great deal) its percentage is 5.6% while no one replied with (Never) thus, its percentage is 0%. This shows that students translate Linguistics texts less than the literary texts. Moreover, students were asked whether translating Linguistic texts was useful, 33 students replied (Yes) its percentage is 91.7% while 3 answered (No) with percentage of 8.3%. Therefore, translation aid students to comprehend the literary texts and linguistic texts although, they slightly translated the Linguistic contents.5. Conclusion:In this paper I have discussed translation and language learning and stated that translation is an effective tool in language learning. Furthermore, I have presented two studies that deal with my topic and evaluated each study individually. I have distributed an online questionnaire to 36 female students in College of Arts. The data results indicate that almost all students perceived translation as a useful tool in language learning. However, the recent data results are only a reflection of female English students from College of Arts perspective therefore, this current paper should not be considered the last research paper about translation and language learning.