A Diagnostic Assessment of Translation Competence: Linguistic and Intercultural Gaps in Egyptian EFL Programs

This study conducted a diagnostic evaluation of the multifaceted challenges encountered by English as a Foreign Language (EFL) students enrolled in translation programs at an Egyptian university. Employing a mixed-methods approach, the research integrated quantitative survey data and qualitative thematic analysis to identify pervasive deficiencies that impede the development and assessment of translation competence. Findings reveal that students struggle significantly with linguistic proficiency, particularly in mastering specialized terminology, idiomatic expressions, and collocations. Concurrently, there is a marked deficit in intercultural competence, with students reporting considerable difficulty in translating culturally loaded texts and socio-cultural issues. Critically, students perceive current pedagogical approaches and curriculum design as inadequate in preparing them for the professional market, citing an imbalance between theory and practice, insufficient practical exercises, and limited exposure to essential translation technologies. The study's correlation analyses further highlight the interconnectedness of these challenges, demonstrating that linguistic and cultural deficiencies are significantly associated with a diminished perception of the program's effectiveness in fostering assessable skills. These findings underscore the imperative for comprehensive reform in translation education and its assessment frameworks to equip Egyptian EFL students with the necessary skills and knowledge to become competent translators in a globalized context.