The Influence of Mental Translation on Reading Comprehension in Second Language Learners

Abstract

This research investigates the role of mental translation in second language (L2) reading comprehension among university students. Mental translation refers to the cognitive process in which learners translate texts from L2 into their native language (L1) to derive meaning. Although often considered a transitional strategy in early stages of L2 acquisition, it remains prevalent among university-level learners, raising questions about its efficacy and long-term implications on L2 proficiency. The study employed a mixed-method approach combining quantitative survey data from 300 L2 English learners across three universities in Pakistan and qualitative interviews with 20 participants. The research aimed to explore the frequency, perceived usefulness, and cognitive consequences of mental translation during reading tasks. Data were analyzed using descriptive statistics, correlation, and thematic coding. Findings suggest that while mental translation provides initial comprehension support, it may hinder direct L2 processing, leading to slower reading speeds and limited vocabulary acquisition. Most participants acknowledged reliance on L1 translation, especially when reading complex academic texts, despite advanced L2 proficiency. The study concludes that mental translation, though cognitively supportive, should be minimized in favor of direct L2 engagement. Policy recommendations include pedagogical strategies that foster L2 reading autonomy and cognitive flexibility, especially through inferencing skills, vocabulary-building, and metacognitive training.