Corpus Tools in Translation Pedagogy: Instructors' Knowledge, Barriers, Practices, Effectiveness and Enablers in Saudi Universities

Abstract

The integration of technology in translation pedagogy continues to evolve, yet the utilization of corpus tools remains limited, particularly among translation instructors in Saudi universities. This quantitative study explores the knowledge, barriers, practices, effectiveness, and enablers of corpus tool implementation in translation teaching. Through a comprehensive questionnaire administered to 30 translation instructors across Saudi universities, the research examined five key constructs: knowledge, barriers, practices, effectiveness, and enablers of corpus tool usage. Employing the Technological Pedagogical Content Knowledge TPACK framework proposed by Mishra and Koehler (2006), the study assessed instructors’ technological, pedagogical, and content competencies. Findings indicated that instructors possess basic but limited knowledge of corpus tools, which affects their confidence in applying them pedagogically. Several significant barriers emerged, including insufficient training, technical difficulties, and a lack of institutional support. Correspondingly, actual classroom practices involving corpus tools were modest. Nevertheless, instructors reflected positive attitudes regarding the effectiveness of corpus tools and demonstrated high motivation and favorable enabling conditions for future adoption, contingent upon adequate support. The study highlights the need for enhanced professional development, improved institutional infrastructure, and curriculum refinement to support the meaningful integration of corpus tools in translation pedagogy.