TAY NGUYEN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

-------------------

GRADUATION ASSIGNMENT

An investigation into the difficulties faced by third-year English majored students at Tay
Nguyen University in practicing English to Vietnamese translation

Student: Võ Thị Yến Nhi

Supervisor: Hoàng Khánh Bảo, PhD

Student’s code: 21701064

Class: English language Teaching Education K21

Daklak, June, 2025

ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to the many individuals whose support and
collaborative efforts have been instrumental in the successful completion of this
assignment.

First and foremost, I am profoundly grateful to the leadership of the Faculty of Foreign
Languages Studies and the dedicated foreign language professors for their steadfast
guidance and mentorship throughout my academic journey. Their expertise,
encouragement, and commitment have been crucial in shaping both my research approach
and academic growth.

I extend my heartfelt appreciation to Mr. Hoang Khanh Bao for his invaluable guidance
throughout the development of this assignment. His insightful feedback, continuous
support, and constructive suggestions have been essential in refining my ideas and
enhancing the overall quality of my work.

I am also sincerely thankful to the third-year English-major students who participated in my

survey and semi-structured interviews. Their contributions, providing diverse perspectives
and valuable insights, have significantly enriched the depth of my research.

I would like to convey my deepest appreciation to my family and friends for their
unwavering support and encouragement. Their constant presence and belief in me have
been a continuous source of motivation, propelling me to pursue and complete this
assignment with determination and dedication.
Finally, I would like to thank all my lecturers, friends, and family members who have
supported me throughout this journey. Their encouragement and belief in my abilities have
been invaluable, and I am truly appreciative of each and every one of them.

Dak Lak, June 2025

Student

(Signature, full name)

Võ Thị Yến Nhi

TABLE OF CONTENTS

LIST OF ABBREVIATIONS

ESL: English as a Foreign Language

S1: Student 1

S2: Student 2

S3: Student 3

S4: Student 4

S5: Student 5

LIST OF CHARTS AND TABLES

CHARTS:

Figure 4. 1: Self-assessed English–Vietnamese translation ability among students 28

Figure 4. 2: Types of texts students feel most confident translating from English to
Vietnamese 29

Figure 4. 3: Common English–Vietnamese translation mistakes faced by students 30

Figure 4. 4: Vocabulary-related difficulties when translating from English to Vietnamese

faced by students 32

Figure 4. 5: Grammar-related difficulties when translating from English to Vietnamese faced

by students 33

Figure 4. 6: Non-linguistic barriers when translating from English to Vietnamese faced by

students 34

Figure 4. 7: Reasons for difficulties in English–Vietnamese translation among students

37
TABLES:

Table 4. 1: Most difficult aspects of English–Vietnamese translation faced by students

35

Table 4. 2: Strategies adopted by students to improve their English–Vietnamese translation

skills 38

CHAPTER 1 – INTRODUCTION

This chapter examines the theoretical basis behind the research topic, provides the research
context, outlines the main objectives to be accomplished, highlights the significance of the
research, and presents a general overview of the research structure.

1.1. Statement of the problem

Translation plays an important role in intercultural communication; it allows for the

exchange of ideas and information through language boundaries. Translation is an essential
skill for English majors, especially in Vietnam, where English is still used as a foreign
language, which is not a medium for daily communication as it is in some other Southeast
Asian countries like Singapore, Brunei, or Malaysia. Translation, therefore, narrows the
language and cultural gap, enables effective communication, and promotes intercultural
understanding . For English language majors, translating from English to Vietnamese is a
complicated task because it requires a range of skills and knowledge.

To translate, students need to have knowledge about language structure, cultural context,
and the ability to express and adjust the meaning . In addition to linguistic competency,
translation calls for creativity, problem-solving abilities, and a thorough comprehension of
both the source and destination cultures.

However, practicing translation skills poses some challenges. Students often have
difficulties with vocabulary. Moreover, differences in grammar structure and the
nonconformity about cultural aspects appear to be factors hindering their ability to produce
accurate and contextual translation. These problems are exacerbated by limited exposure to
real-world situations and a lack of translation training resources in many educational
contexts . The task of solving these challenges is essential for student to enhance their
competence and awareness in translation practice and prepare necessary knowledge to
apply in real-life

Research has identified common difficulties in translation, such as the differences between
language and culture, the incomplete teaching methods, and the distance between theories
and For example, a number of translators found that translation courses taught in
universities in Vietnam provide only theoretical knowledge, not working practice, which
makes students unprepared for advanced work . Furthermore, there is a scarcity of studies
addressing the English-to-Vietnamese translating problems that Vietnamese students
encounter.
From my personal experience as an English majored student at Tay Nguyen University,
third-year students majoring in English seem to have noticeable difficulties in translating
texts from English into Vietnamese. These difficulties could include limited vocabulary, a
lack of knowledge of grammatical structure equivalent, and a lack of knowledge about
cultures. Although there have been a lot of research studies about English and Vietnamese
translation, there has been little work done to examine these challenges in the context of
translation learning at Tay Nguyen University, which is likely to create a gap in the
literature.

Given the reason mentioned above, this study focused on the difficulties encountered by the
third-year English major students at Tay Nguyen University in learning English to
Vietnamese translation and translating from English into Vietnamese. It seeks to identify
factors perceived by the students as limiting their ability to translate from English to
Vietnamese. It also aims to explore the strategies used by students to overcome the
difficulties in practicing English-Vietnamese translation.

1.2. Objectives of the study

The study aims to:

-To identify the specific difficulties faced by third-year English major students at Tay
Nguyen University in practicing English to Vietnamese translation.

- To explore the strategies that third-year English major students at Tay Nguyen University
adopt to overcome these difficulties in translation practice.

1.3. Significance of the study

It is expected that the findings of this study will shed light on challenges students are facing
in studying English – Vietnamese translation skills, which subsequently will inform the
teaching and learning translation at Tay Nguyen University. Additionally, it is also hoped
that the findings could serve as a source for researchers to refer to in their research on
similar matters.

1.4. Structure of the study

This research study is organised into 5 chapters

Chapter 1: Introduction

This chapter provides the background of the study, outlines the research problem, and
highlights the significance and objectives of the research.

Chapter 2: Literature Review

Chapter 2 explores the study’s theoretical foundation by addressing pertinent translation

theories, the function of translation in language learning, and typical challenges
encountered in translation practice. It also explores earlier research on the difficulties
students have while translating from English to Vietnamese as well as current research on
the educational elements of translation training.

Chapter 3: Methodology

This chapter explains the research design, data collection methods, and instruments used in
the study. It describes the participants, the scope of the study, the research questions, and
the procedures followed to collect and analyze the data through surveys and interviews.

Chapter 4: Findings and Discussion

Chapter 4 presents the findings of the study based on collected from questionnaires and
interviews. It analyzes the difficulties encountered by students in translating from English
to Vietnamese and discusses the strategies they use to overcome these challenges. The
chapter also compares the findings with the existing literature and highlights significant
patterns.

Chapter 5: Conclusion and Recommendations

The final chapter summarizes the main findings of the study and provides practical
recommendations for improving translation training at Tay Nguyen University. It also
discusses the limitations of the study and suggests directions for future research in this
area.

CHAPTER 2. LITERATURE REVIEW

This chapter delves into the key aspects of translation, exploring its definition, evolution,
and importance in language learning. The chapter starts by discussing what translation
really is, how it’s defined, and the theories that help guide it, emphasizing how crucial it is to
maintain meaning equivalency across languages. It also looks at how translation supports
cross-cultural communication and fosters a deeper understanding of the world. Moving
forward, the chapter explores how translation plays a significant role in learning languages
helping students improve their vocabulary, grammar, and communication skills and why
understanding culture is so important for translating effectively. Finally, the chapter covers
the essential skills and strategies that translators need, such as language proficiency,
cultural awareness, and the ability to analyze and adapt to different contexts.

2.1 Overview of translation

2.1.1 Definition of translation

Translation is more than just a process of converting words from one language to another; it
involves carefully transferring meaning, while also considering the cultural context behind
the words. According to , translation is a complex process that involves transferring
meaning from one language to another. It may be addressed in both narrow and general
ways. The fundamental goal of translation is to properly preserve the original meaning
while transforming written material from a source language into a similar text in the target
language . The process of transferring a text's meaning from the source language to the
target language, with a focus on guaranteeing meaning equivalency between the two, is
known as translation . The topics covered by translation theory include processes,
strategies, methods, tactics, and transformations. These all assist the translator in managing
language and cultural variations to create a good translation .

2.1.2 History of translation

Cross-cultural communication relies heavily on translation, which has a long and changing
history. Three crucial phases in this development are identified: the translation of religious
texts, translation after writing, and oral translation. He focuses especially on the enduring
value of oral translation, which has influenced several historical traditions.
Venuti also highlights how translation processes evolve throughout time and how they are
always impacted by the cultural norms and discourses of their respective eras. In a similar
spirit, Anthony Pym . contends that knowing the history of translation is essential to
appreciating the significance of research and the interdependence and interconnectedness
of different translation studies facets.

By combining these viewpoints, we can see that translation is profoundly influenced by

cultural and historical circumstances and goes beyond just translating words across
languages. Gaining insight into its development enables us to recognize the wider relevance
of translation as well as how it functions.

2.2 Required knowledge and skills for doing translation

2.2.1 High proficiency in the language

The importance of language proficiency in translation cannot be overstated. To produce

accurate and high-quality translations, translators need advanced language skills in both the
source and target languages. Translators should have university-level competence in both
languages to ensure their translations are both accurate and fluent . Studies show that
language proficiency influences how translators approach their work and how they evaluate
the quality of their translations. For example, Yulita found that more proficient learners
tend to use fewer strategies to improve their language skills, as they already have a solid
understanding of the language. Huang et al. also found that high-proficiency bilinguals are
better at integrating discourse information and tend to rate free translations higher. This
suggests that advanced language skills not only help produce better translations but also
improve the overall translation process.

However, being bilingual alone is not enough to be a successful translator. According to

Megaptche and Xu , knowledge of the subject matter and formal training in translation are
also essential. This highlights that translation requires more than just linguistic ability it
demands specialized knowledge in the field being translated.
Ultimately, these findings emphasize the importance of high-level language skills in
translation. A translator’s ability to understand both languages deeply plays a crucial role in
producing accurate and effective translations, as well as in evaluating their own work.

2.2.2 Comprehensive cultural understanding

Cultural translation involves more than just converting words from one language to
another; it also includes a deeper understanding of the social and cultural contexts involved.
Maitland points out that translating effectively requires not only a good grasp of the
language but also an appreciation for different cultures. This is especially important in our
increasingly globalized world, where cultural sensitivity can make all the difference in how
a message is received.

To ensure accurate translations, it’s helpful for translators to engage in intercultural

exchange programs and interact directly with native speakers . These encounters provide
translators with insightful knowledge of cultural nuances, enabling them to comprehend
how particular terms or ideas could be understood in various settings. By becoming more
culturally aware, translators are better equipped to navigate the complexities of language
and deliver translations that are both accurate and culturally relevant.

The role of culture in translation is critical, as translators often act as cultural

intermediaries. As Nagodawithana explains, translators must balance the meaning of the
original text with the cultural nuances of the target language. Zuo highlights that achieving
a successful translation requires finding a natural way to blend the source text with the
cultural context of the target language.

In the end, translation is not just about knowing two languages; it’s about understanding the
cultural context behind the words. Al-Sofi and Abouabdulqader Click or tap here to enter
[Link] that translation programs should prioritize cultural competence alongside
language proficiency to ensure translators can accurately convey the intended message.
Without this deeper understanding, even the best bilingual skills may fall short.

Finally, translation can help develop intercultural competence in language learners, though,
as Olk . notes, gaps in cultural knowledge can hinder their ability to translate effectively.
This shows why cultural education should be a central part of language learning, helping
students perform better in translation tasks.

2.2.3 Text analysis skills

Effective translation is a detailed process that involves several stages, including pre-
translation, the translation itself, and post-translation . At each stage, it’s crucial to examine
both the text itself and the broader context to fully understand the linguistic features and
communicative goals of the source material . By diving into these aspects, translators can
get a clearer picture of the meaning, context, and intent behind the text, ensuring that the
translation remains accurate and culturally sensitive.
Building strong analytical skills is key for translators. These skills help them assess their
work critically, adapt to different writing styles, and consistently deliver high-quality
translations. Onyshchak highlights that such skills allow translators to catch subtle
nuances, make thoughtful decisions, and elevate the overall quality of their translations.
Beyond simply ensuring linguistic accuracy, they also play a crucial role in preserving the
tone, style, and underlying message of the original text.

Incorporating this kind of analysis into translator training is essential for preparing future
professionals to meet the challenges of intercultural communication in a globalized world.
When translation programs emphasize these analytical skills, they give students the tools
they need to tackle translation tasks effectively ; . This method equips students to evaluate
texts more critically, identify cultural references, and navigate the complexities of
translating across cultures and languages.

Additionally, this approach is invaluable in improving the translation abilities of college

students. Zhang Xiao-man explains that it helps students deepen their understanding of the
text, master translation techniques, and avoid common mistakes. It also sharpens their
ability to use English more flexibly in cross-cultural communication, which prepares them
to engage more effectively in global discussions.

By integrating analytical methods into translation education, we don’t just improve

translation accuracy—we also prepare translators to navigate the challenges of
intercultural communication. As these skills are refined, translators become better
equipped to ensure clearer and more effective communication in an interconnected world.

2.2.4 Use of translation strategies

Research into translation strategies highlights their vital role in improving both translation
skills and overall quality. Studies have shown that students use a variety of strategies when
translating, with the most common being the use of general terms, paraphrasing, and
cultural substitution . These techniques allow students to tackle challenges more effectively
and ensure their translations are more adaptable to the context.

Self-regulation strategies have been particularly useful in enhancing students’ translation

abilities and their attitudes toward the translation process. As Hassan Barakat points out,
when students actively manage and adjust their translation approaches, they become more
confident and skilled. This self-awareness helps them engage more deeply with the text and
the translation process.

Teaching translation strategies in courses is essential for developing competent translators.

Using taxonomies like Baker's has been shown to improve translation accuracy and overall
quality. These frameworks help students better understand the translation process and also
provide a space for discussing theoretical issues within a practical context . When
translation strategy instruction is integrated into the curriculum, students gain the tools
they need to produce high-quality translations while also strengthening their
understanding of translation theory.
At its core, a translation strategy is a method that translators use to address challenges in
the translation process. According to Podufalova , it starts with identifying difficulties and
then selecting the most suitable approach to overcome them. This systematic approach is
key to achieving accurate translations.

While translation strategies are essential for language learners, it's important that they are
used carefully and appropriately depending on the skill level and competence of the
translator. Adil emphasizes that selecting the right strategy at the right moment is crucial
for improving communication through translation. Novice translators, for example, often
benefit from structural and semantic strategies, which help them produce more polished
and contextually accurate translations .

Overall, translation strategies are indispensable for developing skilled translators. By

teaching and integrating these strategies into translation education, students can be better
prepared to handle translation challenges, improve their language skills, and produce
translations that are both precise and culturally appropriate.

2.3 Translation teaching and learning in Vietnam

2.3.1 The role of translation in the English Curriculum in Vietnam

Translation plays a key role in teaching English, offering several benefits for learners. It
helps students understand English more deeply by allowing them to compare its structures
with those of their native language. This comparison aids in grasping grammar, syntax, and
vocabulary more effectively . Through translation exercises, instructors can identify where
students struggle with comprehension, especially regarding vocabulary and sentence
structure, while students also become more aware of the different genres and structural
differences between languages .

Cook suggests that translation should be a core part of teaching materials, curriculum
development, and teacher education. Incorporating translation into these areas creates a
more engaging and effective learning experience. It gives students a chance to approach
English in a way that’s connected to their own language, making the learning process more
relatable and comprehensive.

In practice, translation serves multiple purposes in the classroom. Samardali and Ismael
found that instructors use translation to clarify vocabulary, explain grammar, teach
idiomatic expressions, and help students better understand reading passages. It also serves
as an effective way to check comprehension, allowing students to assess their grasp of the
material and the language itself.

Although there has been some debate about the role of translation in language teaching,
these studies demonstrate its value in a variety of contexts. Translation is particularly
useful for building vocabulary, explaining grammar, and improving reading
comprehension . It helps students engage with the language in a deeper way, making it a
powerful tool in the classroom.

Translation plays an important and versatile role in the English curriculum. By integrating it
into teaching, educators can offer a richer learning experience that not only improves
language skills but also helps students connect more meaningfully with English.

2.3.2 Translation training programs in Vietnam’s universities

Research into translation training programs in Vietnam’s universities shows a clear

disconnect between what’s taught in the classroom and what the translation industry
actually needs . Studies point out that the gap between professional requirements and the
current training methods is significant, making it harder for graduates to find suitable jobs
after finishing their degrees. This suggests a need for curriculum reform to better prepare
students for the workforce and improve their chances of employment .

To close this gap, universities need to update their curricula to match industry demands.
This means focusing on the skills and knowledge that are actually required in the real
world, including cultural awareness and understanding of the evolving translation
landscape. It’s also important to consider students' individual needs and the broader socio-
cultural context they’ll work in. By doing so, universities can better prepare graduates for
the global workplace and the fast-changing knowledge economy

Adjusting translation training programs to meet both industry expectations and the diverse
needs of students is crucial. This approach will not only make graduates more employable
but also ensure they’re ready to navigate the challenges of working in a globalized world.

2.3.3 Challenges in translating from English to Vietnamese

Translating from English to Vietnamese presents a number of challenges, especially for

students. One common struggle is the tendency to rely on literal translations, which often
miss the figurative meanings and cultural subtleties of the original text. This can lead to
translations that sound awkward or miss the mark entirely, as students fail to capture the
deeper context and implied meanings behind phrases.

The differences between the two languages—vocabulary, grammar, and sentence structure
—only add to the difficulty . For example, Vietnamese and English have different ways of
expressing ideas, which means students often face challenges in maintaining the accuracy of
their translations while keeping the sentences sounding natural in Vietnamese.

Cultural differences also play a big role in translation difficulties. There are many English
expressions and references that don’t have direct equivalents in Vietnamese, which can lead
to misunderstandings or awkward translations. Idiomatic expressions or cultural
references in English may not exist in Vietnamese, requiring students to find ways to
express the same idea while preserving its meaning and cultural relevance.
To help address these issues, experts suggest that translation training programs should
focus not only on linguistic knowledge but also on cultural awareness. Understanding
cultural context and learning to adapt the structure of sentences can make a big difference
in producing accurate translations. Using strategies like paraphrasing or finding Vietnamese
idioms with similar meanings can also help overcome some of these barriers and improve
the overall quality of translations.

At Tay Do University, English major juniors face similar difficulties when translating
between Vietnamese and English. They often struggle with vocabulary, grammar, and
cultural aspects, which shows that more comprehensive translation training is [Link]
Thu Hang also highlights that these differences between the two languages require careful
attention to both linguistic and cultural elements in the translation process.

Translating from English to Vietnamese is a complex task that goes beyond simply knowing
the language. It involves overcoming linguistic differences, understanding cultural contexts,
and using the right strategies to ensure the translation is both accurate and culturally
relevant. By focusing on both linguistic skills and cultural awareness in training, students
can become more capable translators, producing work that is both precise and meaningful.

2.4 Previous studies on difficulties in learning and pratising translation.

2.4.1 Linguistic and cultural barriers

Linguistic and cultural barriers are some of the biggest challenges when it comes to
translation, and they can make effective communication between cultures pretty difficult.
These barriers are not just about words; they also involve things like grammar, sentence
structure, and meaning, along with concepts that are deeply rooted in specific cultures . For
example, idiomatic expressions, cultural references, or ideas shaped by history might not
have a direct equivalent in another language, which complicates the translation process.

One of the toughest parts of translation is how different languages express things like
identity, lifestyle, and abstract ideas . It’s not just about translating words—it’s about
understanding the cultural context behind them. Translators have to capture not only the
literal meaning but also the feeling and significance of these concepts in both cultures,
which can be difficult.

To deal with these challenges, translators need more than just a good grasp of the language
—they need cultural awareness. This means understanding the culture behind both the
source and target language and knowing how to adapt the translation so it makes sense in
both contexts . When translators are able to do this, they can create translations that are not
only accurate but also culturally relevant and sensitive to the audience.

As technology advances and global connections grow, the need to bridge linguistic and
cultural gaps becomes even more important. Yurchenko points out that in our increasingly
interconnected world, it’s crucial for people to understand each other across language and
cultural differences. Translators play a huge role in making that happen, which is why their
ability to understand both languages and cultures deeply is so important.

While linguistic and cultural barriers in translation can be tough, they’re not
insurmountable. With the right mix of language skills and cultural insight, translators can
help break down these barriers and make communication between cultures smoother,
which is more important than ever in today’s globalized world.

2.4.2 Research on student’s translation performance

Recent research has highlighted several factors that affect students’ translation
performance, both in terms of the tools they use and their internal psychological state. One
important factor is the role of online information seeking. Studies show that students who
are confident in their ability to find useful online resources tend to perform better in
translation tasks, thanks to their higher self-efficacy that is, their belief in their own skills .
This suggests that encouraging students to build confidence in using digital tools could help
improve their translation outcomes.

But it’s not just about tools—emotional and personality traits also play a big role in how
well students translate. Research by Cifuentes-Férez and Fenollar Cortés found that
students who are better at managing their emotions and staying calm during the translation
process tend to do better. It seems that being able to suppress negative emotions helps
them stay focused and avoid getting distracted. On the flip side, students who let their
anxiety or frustration show tend to struggle more, likely because those emotions interfere
with their cognitive abilities. This shows just how important emotional control is for
translation and suggests that teaching students how to handle their emotions could
improve their performance.

When it comes to oral translation exams, a number of factors influence how well EFL
(English as a Foreign Language) students do. For example, the quality of the audio, how
anxious the student feels, their memory, vocabulary gaps, and their listening skills all play a
part in their performance. Nhu Nguyen Yen Ta and T. Nguyen point out that students also
have certain expectations for a positive testing environment and being aware of these can
help educators create better conditions for students to perform well.

Taken together, these studies highlight that translation performance is shaped by a mix of
external tools, like online resources, and internal factors, such as emotions and personal
traits. For translation training to be effective, it’s important for educators to focus on both
teaching students to use digital tools confidently and helping them manage the
psychological aspects of translation. This approach can better prepare students for the
challenges they’ll face, both in exams and in their future careers as translators.

2.5 Chapter Summary

This chapter has provided the theoretical framework and issues related to the process of
translating English into Vietnamese. It explores the definition of translation and its
historical development. This chapter also clarifies the skills required for translation,
including language proficiency, cultural understanding, analytical ability, and adaptability to
context. In addition, chapter 2 discusses essential translation techniques such text analysis,
the use of specialized vocabulary, and the application of appropriate translation methods to
ensure accurate and natural translation. The study also emphasizes how vital translation is
in English language teaching programs in Vietnam. It highlights the challenges students face
when translating from English to Vietnamese, such as language barriers, grammar issues,
and cultural differences. Current programs fail to adequately address these real-world
challenges, and students need a stronger foundation in grammar, vocabulary, cultural
understanding, and proper translation techniques.

CHAPTER 3. METHODOLOGY

3.1 participants of the study

The participants of the study were 100 third-year students majoring in English at Tay
Nguyen University, course 2022. They were selected by random sampling technique from
three classes including English Pedagogy K22, English Language K22A, and K22B.

These students were chosen because they had completed basic courses on translation
theory and had the opportunity to practice translation skills from English to Vietnamese
systematically. With their practical experiences with translation exercises in the curriculum,
they could provide specific information about the difficulties commonly encountered in
their translation practice process. Moreover, sampling from different classes could facilitate
the study to ensure the diversity of data sources, which contributed to increasing the
objectivity and reliability of the results. Especially, the students' sharing and opinions were
an important basis for analyzing and evaluating the challenges hindering their English-
Vietnamese translation practice. However, due to time limitations, the small sample size
might not fully represent all English majors at the university.

3.2. Scope of the study

This study focused on investigating the difficulties and strategies adopted to overcome
these challenges as experienced by third-year students at Tay Nguyen University when
practicing English to Vietnamese translation. The findings, therefore, can serve as a
reference which hopefully will contribute to the improvement of teaching and learning
English-Vietnamese translation at Tay Nguyen University. Although the findings cannot be
generalised, there is a likelihood that the findings are transferable to other contexts with a
similar translation teaching and learning situation.

3.3. Research questions

This study focused on addressing the following questions:

What potential difficulties do third-year students at Tay Nguyen University face when
practicing English-to-Vietnamese translation?
What strategies do these students adopt to overcome the difficulties encountered during
English-to-Vietnamese translation practice?

3.4. Research methods

3.4.1. Research instruments

The study utilized questionnaires and interviews as two main instruments to collect data
for the study. Combining these two instruments to investigate the difficulties faced by third-
year students at Tay Nguyen University when practicing English to Vietnamese translation
brought many important benefits that provided a comprehensive view of the real situation.

Questionnaire

Firstly, the questionnaire was conducted because it created an accessible opportunity for
students, making it easy for them to participate and share their opinions about the research
problems. By filling out the questionnaire, students were able to freely express their
opinions and describe personal experiences comfortably. Moreover, using the questionnaire
also saved research time because it did not require the direct presence of the researcher
(Kuphanga, 2024). In particular, students could complete the online survey at any time
convenient for them. This helped reduce the burden on students during their participation
in the research. On that basis, they were more likely to participate actively and provide
accurate information.

Specifically, a questionnaire was designed using Google Forms to investigate the difficulties
faced by third-year students at Tay Nguyen University when practicing English to
Vietnamese translation and strategies adopted to overcome these challenges. In the
questionnaire, in addition to demographic information of students, three problems were
explored through three main parts, specifically as below.

- Part 1 investigated the current ability in translating from English into Vietnamese among
third-year English major students.

- Part 2 explored the difficulties faced by third-year English major students in practicing
English to Vietnamese translation.

- Part 3 examined solutions adopted by third-year English major students to enhance their
English-Vietnamese translation skills

Interview

The interview was carried out because it provided opportunities for the researcher to
further explore students' opinions and assessments of the research problems. It created a
space for direct interaction, which offered an open and honest environment for students to
share their perspectives. In addition to helping the researcher better understand the nature
of the problem, it also enabled students to share information that they might not have
expressed in a questionnaire (Mathers et al., 2000).
A list of interview questions consisting of six questions was also designed to investigate
deeply the research problems. Specifically, it asked them about their difficulties in
practicing English to Vietnamese translation, and the extent to which these challenges
influenced their translation. At the same time, they were also required to give some
solutions they adopted to enhance their English-Vietnamese translation skills, and the
effectiveness of these solutions.

3.4.2. Data collection procedure

The research process was conducted with ethical compliance that ensured transparency
and respect for participants. It went through certain stages within 1 week. Especially, it
utilized the combination of questionnaires and interviews, specifically as presented below:

For questionnaires

Before sending the questionnaire, all participants were provided with detailed information
about the purpose of the study and the privacy and security of personal information. They
were asked to agree to participate voluntarily and could refuse or withdraw from the study
at any time without pressure. Then, the researcher sent the survey questionnaire to 100
participants via email. They are asked to complete questions about their personal
information, and their current ability in translating from English into Vietnamese.
Moreover, they were also required to provide their answers about their difficulties in
practicing English to Vietnamese translation, and solutions they adopted to enhance their
English-Vietnamese translation skills. The survey took participants approximately 5
minutes to finish.

For interview

An semi-structured interview also took place afterwards with the participation of five
students selected based on their convenience among the 100 participants. Conducted
directly at Tay Nguyen University, the participants were asked to present their views on the
research problems.

During the survey and interview process, participants were supported and explained all
questions arising in the fastest and most timely manner. Besides, all student information
was kept confidential. In particular, all collected data was carefully recorded and compiled
to serve the analysis process. Finally, the results collected from questionnaires and
interviews were sent back to interviewees for checkup to confirm the accuracy.

3.4.3. Data analysis

After completing the survey and interviews, the collected data went through an analysis
process to draw specific conclusions about the research problem. It was analyzed using a
combination of quantitative and qualitative analytic tools to identify the research problems.

Specifically, for the questionnaires, statistical analysis tools were employed to calculate
percentages and present the results through charts. For the interviews, thematic analysis
was used to identify key themes and patterns, including difficulties faced by students in
practicing English to Vietnamese translation, and solutions they adopted to enhance their
English-Vietnamese translation skills.

They were utilized to analyze the data collected for certain reasons. For statistical analysis
tools, using percentages was a straightforward and effective way to analyze the
questionnaire data. In terms of thematic analysis for interviews, it was an appropriate
qualitative method for exploring the rich insights and experiences expressed by
participants during the interviews. On that basis, it could clarify effectively the the
difficulties faced by third-year English major students in practicing English to Vietnamese
translation.

CHAPTER 4. FINDINGS AND DISCUSSION

4.1. Findings

4.1.1. Findings from questionnaires

[Link]. The current ability in translating from English into Vietnamese among third-year
English major students

Figure 4. 1: Self-assessed English–Vietnamese translation ability among students

Figure 4.1 presents the collected data on self-assessed English–Vietnamese translation

ability among students. Accordingly, 58.1% of students responded that their current
English–Vietnamese translation ability was at an average level. Meanwhile, 22.7% of them
rated their translation competence as good, followed by the number of students who rated
their translation ability as poor. Notably, only 5.8% of students reported that their current
English–Vietnamese translation skills was at an excellent level.

The above results show a certain difference in the current English–Vietnamese translation
ability among students. Especially, the majority of students had English-Vietnamese
translation skills at an average level. This reflects that many students are still in the process
of perfecting their translation skills and need more time to practice. In addition, there is also
a significant group of students who already possess a good translation ability. It shows that
some students have a good knowledge base, and are able to apply translation skills
effectively. At the same time, there were also a small number of students who had poor
proficiency. This shows their limitations in vocabulary, and grammar, as well as a lack of
experience in translating between two languages. These differences indicate the necessity
to support students in developing their translation skills through effective teaching
methods and more diverse practice opportunities.

Figure 4. 2: Types of texts students feel most confident translating from English to
Vietnamese

Figure 4.2 reveals the results collected on the types of texts students feel most confident
when translating from English to Vietnamese. Specifically, 31.2% of the students responded
that they felt most confident when translating daily conversations and informal messages
from English to Vietnamese. Meanwhile, 24.5% of them reported that they had confidence
in translating academic texts related to education. In addition, the number of students who
said they were confident when translating news and general articles accounted for 18.6%,
followed by those who chose specialized texts. Finally, 10.4% of the students responded
that they felt confident when translating other texts.

The above results demonstrate the diversity in the types of texts that students felt most
confident in when translating from English to Vietnamese. Notably, daily conversations and
informal messages were the popular text types, which made students feel most confident in
their translation process. This shows that the majority of students tended to master and
handle well everyday communication contexts with informal and accessible language. In
addition, academic texts related to education were also a typical text type. It reflects
students' familiarity with academic terminology and educational content. At the same time,
news and general articles were found as a common text type. It shows that students could
access and understand current affairs and social content, which often appear in language
and communication courses.

[Link]. The difficulties faced by third-year English major students in practicing English to
Vietnamese translation

Figure 4. 3: Common English–Vietnamese translation mistakes faced by students

Figure 4.3 illustrates the collected data on common English–Vietnamese translation

mistakes among students. Specifically, 73.8% of the students reported that they often faced
the mistake of choosing inappropriate Vietnamese equivalents, followed by the percentage
of students who encountered the mistake of misinterpreting the meaning of certain words,
accounting for 67.1%. In addition, 64.3% of the students reported struggling with
translating word-for-word without considering the context. At the same time, the
percentage of students who encountered the mistakes of not focusing on conveying the
intended meaning, and lacking sufficient knowledge of English or Vietnamese were 36.7%
and 32.6%, respectively. Finally, 10% of the students reported other mistakes they faced
during the English–Vietnamese translation process.

From the above results, it is clear that students faced certain common mistakes during the
translation process from English to Vietnamese. Notably, choosing inappropriate
Vietnamese equivalents was one of the typical mistakes. This shows that most students had
difficulty in choosing vocabulary that was accurate and appropriate to the context. In
addition, misinterpreting the meaning of certain words was also a common mistake. This
reflects that students were still limited in accurately grasping the meaning of vocabulary,
especially polysemous or academic words. Moreover, a large proportion of students
admitted that they tended to translate word by word without considering the context. The
cause might come from the habit of mechanical translation or lack of proficiency in
determining the meaning of the whole sentence, leading to unnatural translations and easy
misunderstandings. Furthermore, not focusing on conveying the intended meaning, and
lacking sufficient knowledge of English or Vietnamese were also common mistakes.
Although accounting for a lower percentage, these mistakes still reflect the necessity to
improve students' language ability and comprehensive translation thinking.

Figure 4. 4: Vocabulary-related difficulties when translating from English to Vietnamese

faced by students

Figure 4.4 presents the collected data on vocabulary-related difficulties faced by students
when translating from English to Vietnamese. Accordingly, 78.2% of the students reported
that they dealt with polysemantic words during the translation process. Meanwhile, 65.8%
of the students faced confusion between antonyms, and 62.1% of them encountered misuse
or misunderstanding of synonyms. Finally, 18% of the students faced other vocabulary-
related difficulties.

The results demonstrate that students struggled with various vocabulary-related challenges
when translating from English to Vietnamese. Notably, dealing with polysemantic words
was one of the significant challenges, which limited students’ ability to choose the correct
word. This reflects the complexity of determining the appropriate meaning of a word based
on the specific context. In addition, most students also had difficulty in distinguishing pairs
of antonyms. This shows that they lacked semantic sensitivity and skills in handling
semantic contrasts in the translation process. Finally, the use or misunderstanding of
synonyms was also a common challenge. This result indicates that students had not really
mastered the nuances of word meanings, which led to incorrect or inappropriate word
choices in the translation context.

Figure 4. 5: Grammar-related difficulties when translating from English to Vietnamese faced

by students

Figure 4.5 shows the data collected on grammar-related difficulties when translating from
English to Vietnamese among students. Of these, 78.5% of students faced challenges in
translating complex sentences, followed by the proportion of students who struggled with
handling relative clauses accurately, with the data recorded at 68.1%. In addition, 55.7% of
students faced difficulties in differentiating word types, and 50.6% of them encountered
tense consistency between source and target languages. Moreover, the proportion of
students who dealt with general sentence structure and syntax problems accounted for
21.3% and 18.9%, respectively. Finally, 11.7% of students struggled with other problems.

From the above results, it is clear that the grammar-related difficulties when translating
from English to Vietnamese among students were very diverse. Notably, the majority of
students faced challenges in translating complex sentences. It shows that they were limited
in analyzing sentence structure and determining the relationship between clauses. In
addition, handling relative clauses accurately was also a significant challenge faced by
students during the translation process. It demonstrates that students had difficulty
expressing complex grammatical relations clearly and naturally in Vietnamese. At the same
time, differentiating word types was also a common grammar challenge for students. It
reflects their limited knowledge in mastering the grammatical function of words in
sentences, which led to the wrong choice of word types during the translation process.
Finally, another common challenge that must be mentioned was tense consistency between
source and target languages. This shows that students were not proficient in adjusting
tenses to match the grammatical and semantic rules in Vietnamese.

Figure 4. 6: Non-linguistic barriers when translating from English to Vietnamese faced by

students

Figure 4.6 reveals the data collected on non-linguistic barriers faced by students when
translating from English to Vietnamese. Accordingly, 69.3% of students lacked effective
translation techniques, followed by the percentage of students who encountered cultural
differences, with the data recorded at 67.1%. In addition, 65.2% of students struggled with
applying inappropriate translation styles, and 55.5% of them failed to maintain the original
tone and intention. At the same time, 21.2% of students faced misunderstanding content
due to limited background knowledge. Finally, the percentage of students who encountered
other difficulties accounted for 9.6%.

From the above results, it can be seen that students struggled with many additional
challenges in addition to vocabulary and grammar problems in their English-Vietnamese
translation process. In particular, lacking effective translation techniques was a significant
difficulty faced by students. It shows that students were not fully equipped with knowledge
of appropriate translation strategies and methods. Besides, cultural differences between the
two languages were also a common challenge, which reflected students’ limitations in
recognizing and conveying cultural elements in the context of the target language.
Furthermore, applying inappropriate translation styles was also a serious problem
encountered by students during the translation process. It shows that they were not aware
of the role of style in adjusting the translation to the purpose, audience, and genre of the
text. Finally, another typical challenge faced by students was failing to maintain the original
tone and intention. It reflects their lack of sensitivity in grasping the linguistic nuances and
conveying the message of the source text correctly.

Table 4. 1: Most difficult aspects of English–Vietnamese translation faced by students

Table 4.1 presents the data collected on the most difficult aspects of English–Vietnamese
translation faced by students. Specifically, accurately conveying the original meaning of
words was the most significant challenge, which accounted for 26.7% of the students'
choices. In second place was the difficulty in understanding and applying translation
principles, accounting for 18.4%. Furthermore, 15.6% of students found reproducing
sentence structure naturally in Vietnamese the most difficult. In addition, 13.2% of students
also encountered the difficulty in putting translation knowledge into actual practice. At the
same time, the number of students who found ensuring both accuracy and faithfulness in
translation, and finding and using appropriate resources or references for translation the
most challenging accounted for 11.8% and 9.1%, respectively. Finally, 5.2% of students
encountered other problems.
The above results reflect the diversity in the most difficult aspects of English–Vietnamese
translation faced by students. Notably, accurately conveying the original meaning of words
was the most difficult aspect for most students. It shows that students had difficulty
grasping semantic nuances and accurately conveying the message in Vietnamese. In
addition, many students also encountered challenges in understanding and applying
translation principles. This reflects their limitation in applying theoretical knowledge to the
actual translation process flexibly and effectively. Furthermore, reproducing sentence
structure naturally in Vietnamese was also one of the biggest challenges for most students
in the English-Vietnamese translation process. It shows that students had problems
adjusting the syntax and sentence structure to suit the target language. Finally, putting
translation knowledge into actual practice was also another significant barrier, which
showed that a large proportion of students still lacked the skills to transform theoretical
knowledge into practical competence in the translation process.

Figure 4. 7: Reasons for difficulties in English–Vietnamese translation among students

Figure 4.7 illustrates the data collected on reasons for difficulties in English - Vietnamese
translation among students. Accordingly, 72.1% of students responded that lack of
professional translation knowledge and experience was the reason why they faced
difficulties in their English–Vietnamese translation, followed by the number of students
who gave the reason of weak foundational skills in English and Vietnamese, accounting for
55.8%. In addition, 55.7% of students believed that an unmotivated or passive learning
attitude towards translation caused them to encounter barriers in the English–Vietnamese
translation process and 28.9% of students said that gaps in translation training or
instruction were the cause. In addition, 11.9% of students gave other reasons.

These results show the different reasons that created the challenges faced by students in
the English - Vietnamese translation process. In particular, lack of professional translation
knowledge and experience was the common reason, which reflects the lack of adequate
access to specialized translation methods, skills and practices, leading to confusion in the
translation process. In addition, having weak foundational skills in English and Vietnamese
was also a crucial reason for causing difficulties in English–Vietnamese translation among
students. It shows that students have not only encountered obstacles in accurately
understanding the source text but also have difficulty expressing themselves clearly and
accurately in the target language. Another significant challenge was the unmotivated or
passive learning attitude towards translation. It indicates that lack of interest and initiative
in learning and practicing could reduce the effectiveness of knowledge acquisition and
development of students' translation skills.

[Link]. The solutions adopted by third-year English major students to enhance their
English-Vietnamese translation skills

Table 4. 2: Strategies adopted by students to improve their English–Vietnamese translation

skills
Table 4.2 illustrates the data collected strategies adopted by students to improve their
English–Vietnamese translation skills. In particular, 82.5% of students applied the strategy
of regularly reviewing and updating their translation knowledge and techniques. In
addition, 78.5% of students took the initiative and were active in learning translation skills,
followed by 72.1% of students who utilized the development of effective strategies for
acquiring specialized vocabulary. Meanwhile, 69.2% of students chose a solution to broaden
their knowledge of cultural aspects related to both languages, and 63.1% of students
adopted the strategy of practising translating a variety of texts to improve flexibility and
confidence. Finally, 15.6% of students used other strategies to improve their English–
Vietnamese translation skills.

The results above show that students adopted many effective strategies to improve their
English–Vietnamese translation skills. Notably, the majority of students regularly reviewed
and updated their translation knowledge and techniques. This reflects students’ awareness
of the importance of maintaining updated knowledge to adapt to the increasing demands of
translation. Moreover, taking the initiative and being active in learning translation skills
was also a common solution adopted by students. Being proactive in learning played an
essential role in training their critical thinking, improving text processing skills, and solving
problems arising during the translation process. Furthermore, developing effective
strategies for acquiring specialized vocabulary was also a useful solution to improve
students’ English-Vietnamese translation ability. It shows that students highly appreciated
the effectiveness of this method. With sufficient and relevant vocabulary, students were
more likely to produce accurate translations. Therefore, equipping themselves with
appropriate terminology was therefore a key factor in enhancing translation precision. At
the same time, broadening knowledge of cultural aspects related to both languages was also
a typical solution that was applied by many students. A deep understanding of cultural
context could facilitate students to deal more effectively with non-linguistic elements,
native expressions, and cultural metaphors. Finally, the practice of translating a variety of
texts to improve flexibility and confidence was also a powerful solution because this
strategy might help students become familiar with a variety of genres, styles, and contexts.
On that basis, they could improve their ability to improvise and confidence in the actual
translation process.

4.1.2. Findings from interviews

[Link]. The difficulties faced by third-year English major students in practicing English to
Vietnamese translation

The interview results revealed significant difficulties and challenges encountered by

students in the process of practicing English to Vietnamese translation. In addition to
problems related to vocabulary and grammar, they also had to deal with many additional
challenges that affected their English-Vietnamese translation ability and performance, as
detailed below.

Vocabulary- related challenges

According to the interview results, most of the students faced certain challenges related to
vocabulary when practicing English-Vietnamese translation. Specifically, many students had
difficulty understanding and translating academic vocabulary, specialized terminology or
words with multiple meanings depending on the context. In addition, some students also
shared that they lacked the ability to use synonyms or equivalent phrases in Vietnamese,
which made their translations dry and unnatural. These difficulties directly affected the
quality of their translations, which reduced accuracy, coherence and fluency in the target
language.

S1 shared: "I often have difficulty translating technical texts, because there are many terms
that I have never encountered before. Many times I have to guess the meaning based on the
context. However, I am still not sure, which takes me a lot of time and sometimes I still
translate incorrectly."

S2 reported: "Although I understand the overall meaning of the English passage, when I
start translating into Vietnamese, I do not know which word to use correctly. There are
English words that have multiple meanings, and I am worried that if I choose the wrong one,
it will completely change the content of the translation."

Grammar – related challenges

Besides vocabulary, grammar has also been identified as one of the significant difficulties
that students encounter in the process of English-Vietnamese translation. The interview
results showed that many students were still confused when dealing with complex
grammatical structures in English, especially long sentences, passive sentences, relative
clauses, and rare tenses. Some students said that they understood the general meaning of
the original sentence, but it was not easy to express it in Vietnamese in a grammatically
correct and natural way. These challenges led to students often making mistakes in the
translation process, which reduced the accuracy and coherence of the translation. In
addition, using incorrect Vietnamese sentence structures or keeping English syntax made
their translations rigid and lacking in linguistic flexibility.

S2 shared: "There are many English sentences that are too long and have many nested
clauses. I often get confused when identifying the subject, predicate, and the relationship
between parts of the sentence, so sometimes my translations are not close to the meaning
or are not grammatically correct in Vietnamese."

S4 revealed: "I find it most difficult when translating passive sentences or sentences using
the past perfect tense. I am not sure whether to change it to active or passive voice in
Vietnamese to sound more natural. Many times I choose wrong and the translation doesn't
sound logical."

Other challenges

According to the interview results, in addition to vocabulary and grammar obstacles, third-
year English major students also encountered many other challenges in the process of
practicing English-Vietnamese translation, including cultural differences, inappropriate
translation techniques, writing styles between the two languages, and the problem of
ensuring equivalence. These factors had a significant impact on the ability as well as the
quality of the translation, specifically as presented below:

First, cultural challenges have caused great difficulty in conveying the true meaning and
nuances of the original text. According to students, many phrases, idioms or expressions
that are strongly British-American in culture do not have direct equivalents in Vietnamese.
Without a clear understanding of cultural factors, students easily mistranslate or create
translations that are not suitable for Vietnamese readers. This has reduced the naturalness
and acceptability of the translation, as S5 claimed: “ There are many expressions that are
very familiar in Western culture, but when translated into Vietnamese, they cannot be kept
the same. If I do not clearly understand the cultural meaning behind the sentence, I can
easily translate it incorrectly or make the sentence sound unreasonable to Vietnamese
people.”

In addition, the use of inappropriate translation techniques was a major barrier to students,
which could make their translation mechanical and inaccurate. Some students chose to
translate word-for-word or stick too closely to the original sentence structure, which has
lost the coherence and logic in Vietnamese. It negatively affected their ability to express
flexibly, as S1 reported “I have had a lot of trouble choosing the right translation technique.
Sometimes I don’t know how to translate in a way that keeps the original meaning and
sounds natural in Vietnamese. This makes my translations inflexible and quite awkward.”

Furthermore, the stylistic differences between the two languages were also a significant
barrier for most students in the process of practicing English-Vietnamese translation.
According to students, English writing style was objective, direct and logical. Meanwhile,
Vietnamese required more flexibility, flexibility and sometimes indirectness. If they did not
adjust their writing style appropriately when translating, they could produce translations
that were unnatural, unconvincing and inappropriate for the target audience, as S3
reported: “The stylistic differences between English and Vietnamese are one of the biggest
barriers for me when translating from English to Vietnamese. Because the writing style in
English is often too direct or dry, I have difficulty trying to convey the idea in a way that
Vietnamese people feel closer and more receptive.”

Finally, ensuring semantic equivalence was one of the most significant challenges for
students. According to students, equivalence was not only in the vocabulary, but also in
deeper levels such as the metaphorical meaning, emotion, and purpose of the original text.
When they failed to do this, their translations could lack fidelity, or be misleading, directly
affecting the quality of information conveyed, as S2 stated: "I find the most difficult thing is
how to keep the spirit and emotion of the original. Many sentences in English sound light
and humorous, but when translated into Vietnamese, they are stiff or have the wrong
nuance. I don't know how to convey the true spirit of the sentence."
From the above results, it can be seen that students faced different challenges in the process
of translating from English to Vietnamese. Besides the challenges related to vocabulary and
grammar, they had to struggle with other challenges related to cultural differences, writing
styles, inappropriate translation methods or ensuring semantic equivalence. These
challenges not only hindered the translation process but also significantly reduced the
quality of the translation. Therefore, students need to be fully equipped with knowledge not
only about language but also about culture, style and appropriate translation techniques to
improve their comprehensive translation skills.

[Link]. The solutions adopted by third-year English major students to enhance their
English-Vietnamese translation skills

The interview results showed that effective strategies and solutions were adopted by
students to improve their English-Vietnamese translation skills, which had positive effects,
as presented below:

Firstly, practicing translating a variety of texts was a widely applied strategy and brought
practical results. Many students said that exposure to diverse text genres such as daily
conversations, news, academic articles or specialized texts supported them to develop the
ability to handle flexibly and adjust their translation style to suit each specific context.
Translating various genres also trained their reading comprehension, word choice and
sentence structure to suit the communicative purpose, as reported by S1: "I try to practice
translating every day, especially different texts because each type has different
requirements and I need to get used to the appropriate expressions."

Moreover, using bilingual reference materials and specialized dictionaries was evaluated as
an effective solution to improve translation accuracy. When encountering complex terms or
structures, students looked up sample translations or specialized documents to learn how
to handle them professionally. This solution helped them expand their vocabulary,
understand the context of use, and avoid basic mistakes. Moreover, this strategy also
increase their confidence when translating highly specialized texts, as student S3 shared:
"When encountering difficult terms, I will look up specialized dictionaries and find bilingual
translations to learn how professional translators handle them."

Moreover, learning about the cultural and stylistic differences between English and
Vietnamese was also a common strategy used by students, making their translations more
natural, appropriate, and convincing. Many students stated that a lack of understanding of
the cultural characteristics of the two languages leads to translations that were not
appropriate for the target audience. Therefore, paying attention to style and expression
nuances helped them adjust their translations to be more flexible, as S2 shared: "Before, I
used to translate very literally, but now I pay more attention to how Vietnamese people
express themselves so that the translation is smoother and more stylistic."

At the same time, regular review and updating of translation knowledge was applied by
students to consolidate knowledge and avoid repeating previous mistakes. Reviewing old
translations, noting errors, and reading more academic documents or translation guides
were seen as effective ways to maintain progress. According to students, it facilitated them
to systematize their knowledge and improve their translation thinking ability, as S4 shared:
"I often review the mistakes I made, and find new documents on translation techniques so
as not to repeat the same mistakes."

Finally, systematically developing specialized vocabulary was an essential strategy adopted

by students to improve their in-depth text processing skills. Some students took notes of
important vocabulary with specific examples, creating a separate term bank for easy
reference and review. This approach assited them to respond better when translating
specialized texts in the future, as S5 commented: "Every time I learn a new topic, I always
write down specific vocabulary and examples, so that when I translate again, I can
remember and use them more correctly."

In summary, the strategies applied by third-year English students at Tay Nguyen University
show their initiative and flexibility in improving their translation skills. These strategies
have not only helped students improve their language skills but also helped them develop
analytical thinking, natural expression, and adaptability to diverse translation
requirements. However, the effectiveness of each strategy depends on the level of
perseverance, guidance and support from lecturers as well as the learning environment. To
optimize the results, students should combine multiple strategies at the same time,
proactively evaluate their personal progress through regular practice and feedback from
experienced people.

4.2. Discussion

The results of the study showed that third-year English major students at Tay Nguyen
University encountered various difficulties in the process of translating from English to
Vietnamese, including challenges related to vocabulary, grammar, and non-linguistic
factors.

In terms of vocabulary, it was discovered that students faced significant challenges during
their English – Vietnamese translation practice, including dealing with polysemantic words,
confusion between pairs of antonyms, and misuse or misunderstanding of synonyms. These
challenges largely stem from the limitations of vocabulary and the ability to distinguish
specific contexts of vocabulary. In particular, in English, many words can have multiple
meanings depending on the context, while Vietnamese requires flexibility and sensitivity in
choosing equivalent words. Therefore, without the ability to deeply understand the
semantics and scope of use of words, students are very likely to make mistakes in the
translation process.

For grammar, it was found that common difficulties included translating complex sentences,
handling relative clauses, distinguishing word classes, and maintaining consistency in tense
between the source and target languages. The causes of these problems may be due to the
distinct differences in grammatical structures between English and Vietnamese. While
English tends to use strict and complex grammatical structures, Vietnamese is often more
flexible and requires natural expression. Therefore, students not only need to master
English grammar but also be able to convert appropriately to appropriate structures in
Vietnamese to produce natural and accurate translations.

Finally, it was examined that students also encountered non-linguistic barriers in their
English-Vietnamese translation process. Specifically, students were constrained by a lack of
effective translation techniques, which may be caused by a lack of formal knowledge of
modern translation techniques. This leads to the application of methods that are not
suitable for each type of text or specific communication purpose. Moreover, the lack of
exposure to real-life translation situations also makes it difficult for them to adjust their
translation strategies flexibly to suit the situation. Moreover, they also had difficulty coping
with cultural differences between the two languages. The differences in cultural contexts
between English and Vietnamese require translators to have a deep understanding of the
norms, customs and value systems of both cultures. However, due to limited cultural
knowledge, students are prone to errors in translating content that is implicit, expressive or
closely related to cultural characteristics. This result partly aligns with the findings of
Imami et al. (2021) who showed that barriers faced by students when practising translation
involved grammar, sentence structure, and meaning, along with concepts that are deeply
rooted in specific cultures.

Moreover, the study also showed that students adopted a translation style that was
inappropriate for the source text or the target audience. This may stem from students' lack
of ability to choose a translation style that is appropriate for the text genre and the target
audience. This leads to a translation that lacks cohesion or is inappropriate in tone.
Furthermore, failure to maintain the original tone and intent of the text was also a common
obstacle, which can distort the message, seriously affecting the quality of the transmission.
These problems reflect a lack of practical experience as well as an underdeveloped critical
thinking capacity and cross-cultural skills, which are essential elements in professional
translation.

With important findings on common difficulties and coping strategies in the English-
Vietnamese translation process, this study has contributed significantly to a better
understanding of the current state of translation competence of third-year English students
at Tay Nguyen University. Specifically, the study has clarified the prominent challenges
related to vocabulary, grammar, cultural differences and language styles, which are
fundamental but often overlooked factors in the teaching and learning process. At the same
time, the analysis of the strategies that students have applied helps provide a practical and
valuable reference for both learners and lecturers in developing effective learning methods
that are suitable for specific contexts and needs. In addition, the study has also been able to
open up practical suggestions for improving translation and interpretation training
programs in higher education institutions, which can contribute to improving the quality of
translation human resources in the future.

CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS

5.1. Summary of the main findings

The study was conducted to investigate the challenges faced by third-year English major
students at Tay Nguyen University when practicing English – Vietnamese translation. The
results of the study showed various difficulties related to vocabulary, grammar, and other
challenges. Specifically, related to vocabulary, it was found that students encountered
polysemantic words, confusion between antonyms, and misuse or misunderstanding of
synonyms. Meanwhile, the challenges related to grammar included problems in translating
complex sentences, handling relative clauses, differentiating word types, and tense
consistency between source and target languages. In addition to language barriers, it was
also found that students lacked effective translation techniques, encountered cultural
differences, applied inappropriate translation styles, and challenges in maintaining the
original tone and ensuring equivalence. These findings have contributed to clarifying the
current status of students' translation competence and provided an important practical
basis for developing appropriate teaching solutions to improve the quality of translation
skills training in English teaching programs at the university level.

5.2. Implications

With the findings from the study, some practical pedagogical implications can be drawn for
both lecturers and students in the process of teaching and learning English-Vietnamese
translation. The difficulties faced by students do not only come from linguistic factors such
as vocabulary or grammar, but also from cultural differences, expression styles, as well as a
lack of practical translation skills and experience. Therefore, applying appropriate
strategies and methods is very important to improve students' English-Vietnamese
translation skills.

For lecturers, it is necessary to design a translation curriculum that is practice-oriented and

learner-centered. Introducing a variety of translated texts such as dialogues, academic texts,
specialized texts, and news into the classroom will help students approach the language in a
more multidimensional and practical way. In addition, they should provide specific
guidance on how to handle common translation problems such as identifying polysemous
words, choosing appropriate language styles, and maintaining the original tone and intent
of the source text. At the same time, lecturers is recommended to create opportunities for
students to work in groups, analyze sample translations, and provide feedback to each other
to improve their ability to evaluate and correct errors. Providing personalized feedback and
improvement orientation after each translation assignment will help students become more
aware of their strengths and weaknesses and adjust their learning methods more
effectively.

For students, the research results indicate that to overcome barriers in the translation
learning process, they need to be more proactive in developing and applying appropriate
learning strategies. Specifically, students should practice translating regularly with a variety
of texts of different difficulty levels to enhance their flexibility and language reflexes. The
use of bilingual materials, specialized and translation support tools also helps them to
expand vocabulary and gain a deeper understanding of appropriate expressions in each
context. In addition, students are required to pay attention to cultivating cultural knowledge
of both languages to improve their ability to convey the nuances and messages of the
original text correctly. In particular, reflection and self-assessment of the learning process,
combined with feedback from lecturers and classmates, will help students adjust their
learning strategies appropriately at each stage, which contributes to improving their
translation ability in a sustainable and effective way.

5.3. Limitations and Recommendations

Due to time and research , this study was conducted with only 100 third-year English major
students at Tay Nguyen University. This limited sample size may have affected the
representativeness and generalizability of the results to students at other training
institutions, or different levels and learning environments. In addition, the research method
was mainly based on semi-structured surveys and interviews, without incorporating more
objective forms of assessment such as analysis of actual translations or observation of the
translation process. Therefore, the findings may have been somewhat subjective, which
depended on the personal judgments of the participants.

From the above limitations, it is recommended for further studies to expand the sample size
across different universities and educational contexts to ensure broader generalizability.
Moreover, future research should consider employing a combination of methods such as
translation product analysis, classroom observations, or experimental approaches to gain a
more comprehensive and objective understanding of students’ translation performance.
This would not only validate self-reported data and provide deeper insights into how
translation difficulties arise in real tasks and how learners apply strategies in practice.

REFERENCES:

APPENDIX

QUESTIONNAIRES

PART I. THE CURRENT ABILITY IN TRANSLATING FROM ENGLISH INTO VIETNAMESE

AMONG THIRD-YEAR ENGLISH MAJOR STUDENTS

Question 1. How would you assess your current English–Vietnamese translation ability?

Excellent

Good

Average

Poor

Question 2. What type of texts do you feel confident translating from English to Vietnamese?
Daily conversations and informal messages

Academic texts related to education

News and general articles

Specialized texts

Others (please specify): _____________

PART II. THE DIFFICULTIES FACED BY THIRD-YEAR ENGLISH MAJOR STUDENTS IN

PRACTICING ENGLISH TO VIETNAMESE TRANSLATION

Question 3. What are the common mistakes you often make when translating from English
to Vietnamese?

Not focusing on conveying the intended meaning

Translating word-for-word without considering context

Lacking sufficient knowledge of English or Vietnamese

Misinterpreting the meaning of certain words

Choosing inappropriate Vietnamese equivalents

Others (please specify)__________

Question 4. What vocabulary-related challenges do you face when translating from English
to Vietnamese?

Dealing with polysemantic words

Confusion between antonyms

Misuse or misunderstanding of synonyms

Others (please specify)__________

Question 5. What grammar-related difficulties do you encounter in English–Vietnamese

translation?

Tense consistency between source and target languages

Differentiating word types

Understanding and using correct verb aspects

Translating complex sentence structures

Handling relative clauses accurately

General sentence structure and syntax problems

Others (please specify)__________

Question 6. What non-linguistic barriers do you face when translating English into
Vietnamese?

Struggling with cultural differences

Applying inappropriate translation styles

Lacking effective translation techniques

Failing to maintain the original tone and intention

Misunderstanding content due to limited background knowledge

Others (please specify)__________

Question 7. Which aspect of English–Vietnamese translation do you find most difficult?

Understanding and applying translation principles

Putting translation knowledge into actual practice

Accurately conveying the original meaning of words

Reproducing sentence structure naturally in Vietnamese

Finding and using appropriate resources or references for translation

Ensuring both accuracy and faithfulness in translation

Others (please specify)__________

Question 8. In your opinion, what are the main reasons for the difficulties you face in
English–Vietnamese translation?

Weak foundational skills in English and Vietnamese

Lack of professional translation knowledge and experience

Gaps in translation training or instruction

Unmotivated or passive learning attitude towards translation

Others (please specify)__________

PART III. SOLUTIONS ADOPTED BY THIRD-YEAR ENGLISH MAJOR STUDENTS TO

ENHANCE THEIR ENGLISH- VIETNAMESE TRANSLATION SKILLS
Question 9. What strategies do you adopt to overcome difficulties in practicing English to
Vietnamese translation?

Take initiative and be active in learning translation skills

Develop effective strategies for acquiring specialized vocabulary

Broaden knowledge of cultural aspects related to both languages

Regularly review and update their translation knowledge and techniques

Practice translating a variety of texts to improve flexibility and confidence

Others (please specify)__________

INTERVIEW QUESTIONS

PART 1. THE DIFFICULTIES FACED BY THIRD-YEAR ENGLISH MAJOR STUDENTS IN

PRACTICING ENGLISH TO VIETNAMESE TRANSLATION

Question 1. What are specific vocabulary-related challenges you often face when translating
from English into Vietnamese? Could you give an example of a time when vocabulary caused
misunderstanding or difficulty?

Question 2. What kinds of grammar-related difficulties do you usually encounter in English -

Vietnamese translation? How do these challenges affect your translation accuracy or
fluency?

Question 3. Besides vocabulary and grammar, what other challenges do you face during
English - Vietnamese translation? How do they impact your translation?

Quetsion 4. In your experience, which aspect of English - Vietnamese translation do you find
the most difficult, and why?

PART 2. SOLUTIONS ADOPTED BY THIRD-YEAR ENGLISH MAJOR STUDENTS TO ENHANCE

THEIR ENGLISH- VIETNAMESE TRANSLATION SKILLS

Question 5. What strategies or practices have you adopted to overcome difficulties in

translating from English to Vietnamese? How effective have they been in improving your
translation skills?