The Interaction among Speaking Skills, Translation Competence, and Learner Autonomy in EFL Classrooms

This study examines the interrelationships between speaking skills, translation competence, and learner autonomy in English as a Foreign Language (EFL) classrooms. We investigate whether higher translation competence enhances speaking proficiency and whether greater learner autonomy moderates this relationship. A total of ۱۵۰ intermediate Iranian EFL learners participated in a mixed methods design, including quantitative assessment and qualitative interviews. Speaking proficiency was measured through a validated oral test; translation competence via translation-judgment tasks; and autonomy through the Autonomous Language Learning Scale. Quantitative results show significant positive correlations: translation competence with speaking performance (r =.۴۵, p <.۰۱); autonomy with translation competence (r =.۳۸, p <.۰۱); and autonomy with speaking skills (r =.۴۲, p <.۰۱). Regression analyses indicate that learner autonomy moderates the relationship between translation competence and speaking proficiency (β =.۱۶, p <.۰۵). Qualitative interviews further reveal that autonomous learners strategically use translation to prepare and self correct during speaking tasks. Findings suggest that integrating translation-based rehearsal and promoting learner autonomy in EFL classrooms can jointly support oral proficiency development. Pedagogical implications include incorporating translation competence activities within autonomy-supportive frameworks, encouraging strategic reflection and learner choice. This research contributes to L۲ pedagogy by clarifying how translation and autonomy interact to impact speaking skills. Future research should explore longitudinal designs, cross cultural comparisons, and diverse proficiency levels.

کلیدواژه ها:

EFL Classroom ، Learner Autonomy ، Speaking Proficiency ، Strategic Interaction ، Translation Competence