Translation-Based Instruction in Teaching Technical English: A Comparative Case Study of the Grammar–Translation Method in Mechanical Engineering Education

Abstract

The pedagogical role of translation in English for Specific Purposes (ESP), particularly in technical disciplines, remains debated in applied linguistics. While translation is often associated with the Grammar–Translation Method (GTM), its instructional effectiveness depends largely on how it is methodologically employed. This study investigates translation-based instruction in teaching Technical English to Mechanical Engineering students, focusing on differences between technical subject specialists and translation specialists as instructors. Using a comparative mixed-methods case study design, the research draws on syllabus analysis, semi-structured instructor interviews, and quantitative analysis of students’ final course grades across three academic terms. The findings show that technical specialists tend to rely implicitly on a GTM-dominant approach, characterized by extensive use of the learners’ first language, sentence-level translation, and form-focused practices. While this approach supports accuracy and comprehension of technical content, it provides limited opportunities for developing communicative competence. In contrast, translation specialists adopt a principled eclectic approach that integrates translation with communicative, strategic, and skill-based activities. Quantitative results indicate that although no significant difference was observed in the first term, translator-led classes demonstrated statistically significant and increasingly strong advantages in student performance in the second and third terms. This study concludes that translation is not inherently pedagogically restrictive; rather, its effectiveness depends on its integration within an eclectic and theoretically informed instructional framework. These findings highlight the importance of pedagogical training and methodological awareness in ESP contexts and contribute to ongoing discussions on effective approaches to Technical English instruction in engineering education.