Utilization of technologies in French language translation (FLT) education in Saudi Arabia: A quantitative survey study

Abstract

The utilization of educational technologies has become a mainstream issue in recent years, particularly in the post-pandemic era. The need for technologies and the procedures for implementing them is, therefore, increasingly becoming a core subject and an interesting area of research in foreign language instruction. The present research aimed to explore the utilization of technology in teaching and learning FLT at Princess Nourah University in Saudi Arabia. The research adopted a quantitative survey study based on the data collected from 169 students using a 48-item questionnaire. The results showed that the most used technologies by students are FLT learning videos on YouTube, browsing electronic sites, and searching educational sites. The findings also revealed that the most common technologies used by teachers include e-mail, learning management systems, and gamification. The least used technologies were artificial intelligence, Boostlingo, and Kahoot, which are considered more relevant to FLT instruction [30]. For FLT students, the most challenging obstacles in utilizing technologies were a lack of training on using relevant technologies and limited electronic sites supporting FLT learning. Amongst the recommendations that the researcher highlighted based on these study findings include the fact that students must still utilize more innovative technology relevant to FLT learning, as most of this technology is considered common. All recommendations highlighted aim to develop technology-based FLT teaching and learning in the College of Languages at PNU. For research ethics purposes, the researcher achieved Approval Exempt (IRB Log # 22–0348), date: 29/May 2023.

1. Introduction

The use of educational technologies is becoming steadily engrained in teaching and learning in the post-pandemic era. Before the pandemic, many teachers considered technology accessories for their classes, rather than basic elements oriented toward specific objectives and targeted outcomes. The COVID-19 pandemic, however, transformed the educational landscape by popularizing digitization in education [1]. This regularization was marked by increased use of educational technologies such as open online courses, social media, and mobile education [2]. Technology-mediated learning through hybrid or blended models is expected to become more prevalent in the post-COVID era, underscoring the need to integrate traditional face-to-face pedagogical methods with educational technology [3]. Instructors must, as a result, utilize innovative technologies in their classes and encourage students to do likewise. This is particularly important because the Internet facilitates students' easy access to various technologies and allows them to create their technological ideas and skills in academic and non-academic contexts [4,5]. Indeed, technology has become the greatest common denominator of all subject areas of modern education. Technology has been underutilized for decades in teaching foreign languages like French in Saudi schools [6], despite ample research demonstrating the benefits of using technology such as mobile device apps and E-learning for foreign language learning in the Saudi context [7]. Supplementing foreign language instruction with technology helps build students’ writing, listening, and speaking skills and makes students expand their vocabulary for better communication and translation [8]. Also, technologies help make teaching and learning more engaging and interactive. Furthermore, using technology in foreign language education will help Saudi Arabia achieve its Vision 2030 goals relating to social reform and economic growth [9]. French language translation (FLT) also constitutes a core subject in the College of Languages at Princess Nourah Abdulrahman University (PNU) [10]. Therefore, using innovative technologies to enhance instruction in this foreign language to Saudi students is crucial. This study, through a quantitative survey study, consequently, explores the utilization of technologies in French Language Translation (FLT) education while focusing on Saudi Arabia’s PNU.

1.1. Theoretical background

The Resource-Based View (RBV), which formed the foundation of this study, is a valuable framework for understanding how technology can enhance French language translation. RBV suggests an organization's competitive advantage stems from its unique resources and capabilities. Technology becomes one of these valuable resources when applied to language instruction, and its effective utilization can significantly enhance the quality of FLT [11]. RBV emphasizes that organizations should identify and leverage their unique resources to gain a competitive advantage. In the context of language instruction, technology is a critical resource. Digital tools, software, online platforms, and multimedia resources are assets that institutions can employ to provide innovative and effective FLT. RBV suggests that organizations should focus on resources that are rare, valuable, and difficult to imitate. In the case of technology-enhanced language instruction, institutions can differentiate themselves by offering access to cutting-edge language learning tools and platforms [12]. This uniqueness can attract students seeking a high-quality and innovative learning experience. The utilization of technology in teaching FLT alters how this language is taught, and enhances various communication methods. Educational technology, therefore, facilitates better outcomes in foreign language acquisition [13]. Also, technology offers various ways to improve the learning experience for students studying FLT. Interactive multimedia content, language learning apps, virtual reality simulations, and online communities for language exchange all contribute to a more engaging and immersive learning environment. This added value can be a key resource for language instruction providers.

1.2. Aims of the research

The present study was conducted to discover how technology is utilized in FLT at the College of Languages at PNU to cope with the contemporary trends in education. The study aims to.

• a)Investigate instructors' use of educational technologies in teaching the French language at PNU.
• b)Examine students’ use of educational technologies to learn French at PNU.
• c)Determine the challenges students face in using educational technologies to learn at PNU.
• d)Examine students' attitudes toward using educational technologies in learning at PNU.

1.3. Research problem

The research problem is summarized in the following central question:

What is the impact of utilizing educational technologies in teaching and learning the French language translation in the college of languages at PNU?

1.4. Importance of research

The importance of this research comprises the following.

• 1.Measuring the use of educational technologies in teaching and learning the French language in the college of languages as a means for its future advancement at PNU.
• 2.Determining the need for using innovative technologies in teaching and learning French as a foreign second language to facilitate communication and translation in this language.
• 3.Supporting teaching and learning of FLT by providing a general framework that includes basic knowledge, strategies, rules, recommendations, and suggestions.
• 4.The value of this study is also anchored on its role in promoting the achievement of Saudi vision 2030 goals in line with the increased adoption of digital technologies in education.

1.5. Terminologies

Educational technology is a widely defined terminology; however, in this study, it is defined as.

• i)The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.
• ii)A term that describes a wide array of teaching and learning-related software and hardware increasingly used in university classrooms [14].

1.6. Scope of the study

The study is limited to the French language translation (FLT) specialty in the college of languages at PNU.

2. Literature review

A large body of research exists on the utilization of technologies in various contexts of instruction in higher education, including communication [15,16,17,18], mathematics [19], teachers' training [20], and science [21]. However, the present study focused on utilizing technologies in FLT, on which much less empirical research has been conducted. The reviewed literature enhanced the present study by providing expertise and knowledge on different aspects of utilizing educational technologies. For example, Zhang aimed to develop French interpretation instruction by implementing interdisciplinary teaching, focusing on contemporary information technology with traditional liberal arts instruction [22]. An experimental design method was applied, using designed multimedia interpretation courses to improve students' comprehension ability. The findings verified the feasibility of combining multimedia French interpretation teaching using multimedia technologies. Also, results highlighted that this teaching model could effectively improve students' enthusiasm for learning French language interpretation [23,20]. The multimedia model improved teaching efficiency by 7.94 % [22]. Tabiri et al., on the other hand, investigated the challenges students face while studying French and English languages at Ghana University [24]. Data were collected from 150 students using a qualitative survey method. The results revealed several challenges that interrupted online learning of these languages, including technology unavailability, accessibility, affordability, and the lack of instructors' capacity to deliver online teaching activities. Accordingly, the researchers suggested changing French instruction to full online to minimize the challenges of technology-based learning. Like Tabiri et al., Al-Qarni and Omran conducted a study to examine the effect of artificial intelligence (Microbit) in raising the motivation toward learning programming among educational technology students at King Abdulaziz University, Saudi Arabia. The sample consisted of 14 students, and the research followed the quasi-experimental method. The pre-post-test was conducted using the motivation measure toward students' learning. The results confirmed statistically significant differences, at 0.001, for students' motivation toward learning programming before and after using Microbit in favor of the post-test. The researcher demonstrated the importance of employing artificial intelligence techniques in curricula and academic projects and their role in making the education process active, improving students' performance, and raising their motivation [25]. Al Rashidi in another related study, aimed to identify the impact of e-learning on improving the self-learning skills of education and communication technology students at Hail University, Saudi Arabia [26]. The sample consisted of 60 students, and data was collected using 45 items-survey. The results showed a statistically significant effect of teaching using e-learning on improving self-learning skills in favor of the experimental group. Thus, the researcher recommends activating the e-learning technology system in students' learning process. To embed technologies in French education, Nobre, in another study, suggested that there is a need to develop curricula paths along these lines that include online communicative technological practices, both oral and written. The author similarly stresses that within this pedagogical approach, instructors need to ensure that their delivery is task-oriented [27]. In the study by Nobre, a questionnaire survey was administered to students for data collection. The results showed that multimedia resources were suitable for foreign language instruction, as they provided students with real-life situations that foster the teaching and learning of foreign languages in the virtual environment [27,28,29]. Allianz investigated the degree of modern technologies used by the academic staff of the education colleges at Palestine Universities in Gaza [30]. The researcher also explored the significant differences according to academic degree, scientific qualification, and years of experience. A descriptive-analytical study and a 36-item questionnaire were administered to collect data from 160 participants. Using SPSS, the results showed that 83 % of the sample used modern technologies. However, 78.2 % use it in teaching, 67.4 % in community service, and 65.6 % in research. Subsequently, the researcher proposed encouraging academic staff to increase their use of modern technology.

Aljuhani similarly designed a study to determine the most important emerging instructional technologies for faculty members in Saudi Universities [31]. The research aimed to assess the extent of use for those emerging instructional technologies and the motives of using them considering certain factors. A closed questionnaire was developed. The study sample comprised 149 faculty members. The major findings of the study included the following.

• -Mobile learning technologies were the most important emerging instructional technology from the perspective of faculty members, while the most used emerging instructional technology was instant messaging.
• -There were no statistically significant differences in the degree of emerging instructional technologies use due to sex and specialty.
• -The most important motive of faculty members for using emerging instructional technologies was blending with the current generation of learners.
• -There were statistically significant differences in the motives of using emerging instructional technologies by sex and specialty in favor of females and literary specialties.

This literature, in summary, showed consensus among scholars on the impact of educational technologies in the instruction of French and learning other languages. However, while a substantial body of research explored the use of technology in various higher education contexts (Zhang [22]; Tabiri et al. [24]; Al-Qarni & Omran [25]; Al Rashidi [26]), the existing literature demonstrated a gap regarding technology integration specifically in FLT. The researcher in this study aims to contribute to this gap by investigating the current landscape of technology utilization in FLT environments. Studies like those by Zhang [22] and Al Rashidi [26] have for example, highlighted the potential of technologies to enhance student motivation, improve learning efficiency, and foster self-learning skills. Conversely, Tabiri et al. [24] identify challenges associated with technology access, affordability, and instructor training for online language learning. Research by Nobre [27] and Allian [30] similarly explored strategies for successful technology integration in language learning. Nobre emphasizes the importance of developing curricula around online communication practices, while Allan highlights the need to encourage faculty to leverage technology in various aspects of their teaching practice. It is important to note, however, that while some reviewed studies, such as Al-Qarni & Omran [25] and Aljuhani [32], investigated digital technologies in broader educational contexts, others like Pegu [15] and Seitebaleng [16] focused specifically on the application of technologies within the domain of FLT. As a result, further research is needed to explore how translation studies scholarship intersects with technology utilization in FLT. The current literature review provides a foundation for understanding the potential and challenges of technology in FLT. By focusing on studies within the FLT domain and acknowledging the gap in translation studies integration, the present research is perceived to contribute to the enhancement of technology-based French language translation.

3. Methodology

This study followed a descriptive, analytical method based on survey data collected from students of FLT at PNU. The inclusion criteria were: 1) Students enrolled in an FLT program at PNU during the data collection period and 2) Students with access to the internet and the ability to complete the online questionnaire in Arabic (assuming the questionnaire was offered in Arabic). The sample also all composed of FLT students in course levels 6 to 9, who enrolled in the college in the first semester of the 2022 academic year. The total number of this population was 165 students. Data were collected from the students for two weeks, using Google Forms. To collect data from students, the researcher designed a 48-item questionnaire that consisted of four themes, including.

• 1.Modern educational technologies that students use in learning the French language.
• 2.Modern educational technologies that instructors utilize in teaching the French language.
• 3.Challenges students face in using modern educational technologies for FLT learning.
• 4.Students' attitudes toward using modern educational technologies in FLT learning.

Three specialists in the field of education reviewed the questionnaire, and the validity and reliability of the tool were evaluated. Additionally, the correlation of each theme with its counterparts was investigated, and a correlation matrix of questionnaire themes was developed.

Table 1 reveals the validity test that showed the correlation of all themes with the total degree of the questionnaire was significant at 0.01. This result indicates a high degree of the questionnaire’s internal consistency. Also, it highlights the high level of validity of the tool implemented in data collection. Furthermore, the correlation coefficient value of each theme (0.05) and the total value of all themes (0.01), revealed that each theme was constructed to examine a specific technological aspect of FLT that addressed for the present study.

Table 1.

Pearson correlation between themes and the total degree of the questionnaire.

No	Themes of the questionnaire	Correlation coefficient
1	Students' utilization of technology in learning the French language	a0.826
2	Instructors' utilization of technology in teaching the French language	a0.836
3	Obstacles that students face in using education technologies in learning the French language	a0.766
4	Students' attitudes toward using educational technologies in learning the French language	a0.832

0.01Significant at.

^aSignificant at: 0.05 *.

The reliability test result in Table 2 showed that the total Cronbach's Alpha value of all the questionnaire items was 0.956, indicating a high level of tool reliability. It showed that the reliability value of the questionnaire's themes varied between 0.870 and 0.928, indicating a high reliability level of the tool used in the present study.

Table 2.

Reliability test.

Themes of the questionnaire	Number of items	Cronbach's Alpha
Students' utilization of technology in learning FLT	13	0.884
Instructors' utilization of technology in teaching FLT	13	0.928
Obstacles that students face in using education technologies in learning FLT	21	0.922
Students' attitudes toward using educational technologies in learning FLT	10	0.870
Total	48	0.956

To examine the relationship among the themes of the questionnaire, the correlation matrix test has been conducted and the results are shown in Table 3. It is reported that if the relationship value is 0, then it means the relationship is neutral. If the relationship is (−1), then it means the relationship is negative or not strong. Therefore, a correlation matrix conveniently summarizes a dataset. It is a simple way to summarize the correlations between all variables [33]. The results of this test showed that the correlation values of each theme with other ranged between 0.408 and 0.689 and were significant at 0.01. These results indicate that all questionnaire themes were integrated to investigate the reality of utilizing educational technologies in teaching and learning FLT.

Table 3.

Correlation matrix of the questionnaire themes.

Themes	Students' utilization of technology in learning FLT	Instructors' utilization of technology in teaching FLT	Obstacles that students face in using education technologies in learning FLT	Students' attitudes toward using educational technologies in learning FLT
Students' utilization of technology in learning FLT	--	**0.689	**0.408	**0.610
Instructors' utilization of technology in teaching FLT	**0.689	--	**0.419	**0.529
Obstacles that students face in using education technologies in learning FLT	**0.408	**0.419	--	**0.682
Students' attitudes toward using educational technologies in learning FLT	**0.610	**0.529	**0.610	--

3.1. Population

The population includes all French translation students in course levels 6 to 9, who enrolled in the College of Languages at PNU in the first semester of the 2022 academic year. The total number of this population was 165 students. The electronic questionnaire was administered to the population using an airdrop. One hundred and twenty students (73 %) responded to the questionnaire.

3.2. Data analysis

The study applied the Statistical Package for the Social Sciences (SPSS) for data analysis. Frequency distributions, percentages, means, standard deviations, correlation coefficient, Chi-Square (Chi²), and ranking of items were used to analyze data.

4. Results

• Theme (1)

  Students' Use of Educational Technologies in FLT

Table 4 reveals that responses to the prompt number 5 (I watch YouTube videos about learning FLT), showed that the top-ranked technology frequently used by students in learning FLT is YouTube. This observation is evidenced by the highest mean and the lowest standard deviation values. This result was advocated by the highest Chi² value (137.8) too. Coming second was item #2, browsing electronic sites to develop FLT research projects. This was followed by the third-ranked item #1, using self-learning programs to study FLT. However, items #3 (sharing French language dialogues) and #9 (using Trados technology to access the database for translating French texts) constitute the least used technologies by students in learning FLT. In general, Table 1 shows that most students agreed to using the educational technologies included in this table. The evidence was reflected in the mean values of the responses, ranging from 4.41 to 3.39, and the high values of Chi², which varied from 137.8 to 26.3.

Table 4.

Frequency, mean, standard deviation, Chi² value, and rank based on students’ use for Theme 1.

#	Item		Strongly agree	Agree	Not Know	Disagree	Strongly Disagree	Mean	Standard deviation	Rank
1.	I use self-learning programs to study FLT	F	53.00	54.00	7.00	6.00	0 0	4.28	0.79	3
		%	44.20	45.00	5.80	5.00
2.	I browse electronic sites to develop FLT research projects	F	59.00	47.00	8.00	5.00	1 0.8	4.32	0.84	2
		%	49.20	39.20	6.70	4.20
3.	I share in FLT dialogues through social media	F	26.00	37.00	22.00	30.00	5 4.2	3.41	1.19	12
		%	21.70	30.80	18.30	25.00
4.	I use educational sites to search for the best practices for learning FLT	F	48.00	46.00	16.00	6.00	4 3.3	4.07	1.01	4
		%	40.00	38.30	13.30	5.00
5.	I watch YouTube videos about learning FLT	F	69.00	36.00	11.00	3.00	1 0.8	4.41	0.82	1
		%	57.50	30.00	9.20	2.50
6.	I utilize my mobile to listen to the broadcast on FLT	F	45.00	44.00	16.00	12.00	3 2.5	3.97	1.06	6
		%	37.50	36.70	13.30	10.00
7.	I use e-mail in formal communication and transferring FLT learning files	F	37.00	35.00	20.00	23.00	5 4.2	3.63	1.22	11
		%	30.80	29.20	16.70	19.20
8.	I use cloud storage to share French FLT's syllabus activities	F	33.00	45.00	24.00	14.00	4 3.3	3.74	1.08	9
		%	27.50	37.50	20.00	11.70
9.	Trados technology helps me utilize the database of translated texts in learning FLT	F	25.00	30.00	41.00	15.00	9 7.5	3.39	1.16	13
		%	20.80	25.00	34.20	12.50
10.	I participate in the internet training programs designed for the development of FLT learning	F	33.00	48.00	14.00	19.00	6 5	3.69	1.18	10
		%	27.50	40.00	11.70	15.80
11.	I choose interactive electronic books in the French language to develop FLT skills	F	36.00	53.00	16.00	10.00	5 4.2	3.88	1.06	8
		%	30.00	44.20	13.30	8.30
12.	I manage my smart devices to facilitate FLT learning	F	39.00	51.00	16.00	10.00	4 3.3	3.93	1.04	7
		%	32.50	42.50	13.30	8.30
13.	I use visual production translation in learning FLT.	F	46.00	38.00	25.00	9.00	2 1.7	3.98	1.02	5
		%	38.30	31.70	20.80	7.50

Theme's total mean = 3.90 Chi² = *80.00 significant at 0.00.

Coming second were responses to the second prompt (browsing electronic sites to develop FLT research projects). The main advantage of internet-based learning for a second language is that it increases the engagement; attendance; and motivation of students which are requisites for learning [34]. This finding, in turn, indicate that students at PNU are utilizing one of the best methods of learning FLT. Number 3 (sharing French language dialogues) and number 9s (using Trados technology to access the database for translating French texts) conversely, constituted the least used technologies by students in learning FLT. A previous study by Payant and Kim (2017) examined in a class-based study, the impact of collaborative dialogues among plurilingual learners including French students. The results showed promotion of target language development and a salient impact during the oral modality. In general, table #4 shows that most students agreed to using the educational technologies included in this table. The evidence was reflected in the mean values of the responses, ranging from 4.41 to 3.39, and the high values of Chi², which varied from 137.8 to 26.3.

• Theme (2)

  Instructors’ Use of Educational Technologies in Teaching FLT

The findings in Table 5 show that response to the fourth item "Use e-mail for sending homework and assignments to students represents the top technology used by French teachers is email for sending home works and assignments to students represented by the highest mean (4.20) and lowest standard deviation (0.89) values in the theme. The second ranked item (3) results revealed that French teachers also use the learning management system particularly blackboard as one of the powerful means of communication with their students. Indeed, these two items represent the basic technologies that officially assigned by PNU for faculty to use across subject areas. These results indicate that teachers didn't use any specified technology for teaching FLT above email and blackboard. Also, the table showed that most of the respondents used the educational technologies enlisted providing a range of (4.2) to (3.31) mean values. Additionally, all the chi² tests that measure the reality against the expected values of the responses had significant differences at 0.05, indicating a gap between them.

Table 5.

Frequency, mean, standard deviation, Chi² value, and rank based on students’ use for theme 2.

Table (1): Frequency, Mean, Standard Deviation, Chi2, and Rank of Students' Responses
#	Item		Strongly agree	Agree	Not Know	Disagree	Strongly Disagree	Mean	Standard deviation	Rank
1.	Utilize gamification technologies to enrich learning FLT activities	F	51.00	46.00	7.00	9.00	7.00	4.04	1.14	3
		2. %	42.50	38.30	5.80	7.50	5.80
3.	Utilize artificial intelligence technologies to enrich learning FLT activities	F	29.00	31.00	29.00	18.00	13.00	3.38	1.29	11
		4. %	24.20	25.80	24.20	15.00	10.80
5.	Communicate with students through the learning management system (Blackboard)	F	47.00	50.00	14.00	8.00	1.00	4.12	0.91	2
		6. %	39.20	41.70	11.70	6.70	0.80
7.	Use e-mail for sending homework and assignments to students	F	52.00	48.00	14.00	4.00	2.00	4.20	0.89	1
		8. %	43.30	40.00	11.70	3.30	1.70
9.	Utilize Kahoot technology to revise and evaluate students' FLT	F	30.00	28.00	26.00	23.00	13.00	3.33	1.32	12
		10. %	25.00	23.30	21.70	19.20	10.80
11.	Helped students in using Recto-Verso technological program in FLT	F	44.00	47.00	16.00	9.00	4.00	3.98	1.05	4
		12. %	36.70	39.20	13.30	7.50	3.30
13.	Use a smart board to enrich FLT	F	33.00	38.00	22.00	17.00	10.00	3.56	1.26	9
		14. %	27.50	31.70	18.30	14.20	8.30
15.	Utilize some smartphone applications relevant to FLT lessons	F	42.00	47.00	14.00	10.00	7.00	3.89	1.15	6
		16. %	35.00	39.20	11.70	8.30	5.80
17.	Use smartphone applications in processing educational activities in FLT	F	46.00	41.00	16.00	8.00	9.00	3.89	1.20	7
		18. %	38.30	34.20	13.30	6.70	7.50
19.	Use French language Boostlingo technology to support students in learning FLT and communicating with their peers and teachers	F	29.00	28.00	26.00	25.00	12.00	3.31	1.31	13
		20. %	24.20	23.30	21.70	20.80	10.00
21.	Incorporate FLT materials in their electronic sites that enhance and support students' learning	F	36.00	32.00	32.00	14.00	6.00	3.65	1.17	8
		22. %	30.00	26.70	26.70	11.70	5.00

On the other hand, results indicated relatively less utilization of innovative teaching technologies such as Boostlingo to support student's translation skills (item 10), gamification that enriches learning French language translation (item 2); and Kahoot (item 5) that facilitates revision and evaluation of students' learning. These three items ranked ats the bottom of the list as the 13th, 12th and 11th items respectively. These results revealed the uncertainty of teachers' use of educational technologies in teaching FLT. In general, the results of theme (#2) showed that apart from the Recto-verso technology, teachers use only basic technologies such as e-mail and PowerPoint presentations. Based on the continuous expansion of educational technologies, teachers need to utilize more innovative technologies in teaching FLT. Therefore, the importance of training both teachers and learners in using technologies to provide them the opportunity to nurture their practical and creative ideas that enhance teaching and learning of foreign languages [34].

• Theme (3)

  Obstacles students face in the utilization of educational technologies in learning FLT

Table 6 shows that all of the presented items constitute obstacles for students to use in learning FLT. This is reflected in the mean values that range between 3.58 and 4.11. Also, the Chi² probability of total items indicates that all values are significant at 0.00. Exceptionally, item #3 revealed that poor students' background in using FLT technology sites was the top obstacle. Translation challenges can be overcome by utilization of translation technologies that become more integral in interlingual communication [35]. This finding highlights the need for students' literacy in using technologies to learn FLT, particularly because item #3 revealed the highest agreement of respondents (47.5) and the lowest standard deviation (0.88) in this theme. Following that were items #4 and #11, which explored the unclear methods of utilizing software and insufficient training of students, constituting the second and third obstacles to learning FLT. On the other hand, the unavailability of computers for students to use at the college and the absence of technologically equipped study halls represented the two bottom-ranked items, respectively. These results suggests that the two items do not constitute major obstacles but, students might need more practice on utilizing technologies to advance their FLT's learning. Fig. (1) summarized the obstacles facing students in utilizing technologies in learning FLT.

• Theme (4)

  Students’ attitudes toward using technologies in FLT

Table 6.

Frequency, mean, standard deviation, Chi² value, and rank based on students’ use for theme 3.

#	Item		Strongly agree	Agree	Not Know	Disagree	Strongly Disagree	Mean	Standard deviation	Rank
1	Absence of technologically equipped studying halls for FLT students	F	33.00	41.00	16.00	23.00	7.00	3.58	1.24	13
		1. %	27.50	34.20	13.30	19.20	5.80
2	Lack of electronic sites that support FLT education	F	34.00	49.00	15.00	18.00	4.00	3.76	1.12	10
		2. %	28.30	40.80	12.50	15.00	3.30
3	Poor students' background in using French educational electronic sites	F	43.00	57.00	11.00	8.00	1.00	4.11	0.88	1
		3. %	35.80	47.50	9.20	6.70	0.80
4	Unclear methods of utilizing the software for learning FLT	F	45.00	46.00	21.00	7.00	1.00	4.06	0.92	2
		4. %	37.50	38.30	17.50	5.80	0.80
5	Lack of teachers' encouragement for students to use technologies in learning FLT	F	33.00	45.00	21.00	13.00	8.00	3.68	1.18	11
		5. %	27.50	37.50	17.50	10.80	6.70
6	Poor internet at the university	F	47.00	40.00	19.00	11.00	3.00	3.98	1.07	4
		6. %	39.20	33.30	15.80	9.20	2.50
7	Absence of computers at the college for students’ use	F	38.00	34.00	21.00	22.00	5.00	3.65	1.22	12
		7. %	31.70	28.30	17.50	18.30	4.20
8	Some students do not have computers and smartphones for utilizing educational technologies in learning FLT	F	35.00	42.00	31.00	10.00	2.00	3.82	1.00	8
		8. %	29.20	35.00	25.80	8.30	1.70
9	Some students do not have the skill to use educational technologies in learning FLT	F	35.00	51.00	26.00	5.00	3.00	3.92	0.94	5
		9. %	29.20	42.50	21.70	4.20	2.50
10	The challenge of coping with the rapid change of technological innovation in learning the French language	F	39.00	38.00	24.00	16.00	3.00	3.78	1.11	9
		10. %	32.50	31.70	20.00	13.30	2.50
11	No training for students in using educational technologies of the French language	F	44.00	49.00	15.00	11.00	1.00	4.03	0.97	3
		11. %	36.70	40.80	12.50	9.20	0.80
12	Students' lack of awareness about using educational technologies in learning FLT	F	38.00	46.00	22.00	11.00	3.00	3.88	1.04	6
		12. %	31.70	38.30	18.30	9.20	2.50
13.	Absence of electronic references in the French language	F	39	44	20	14	3	3.85	1.08	7 7777
		%	32.5	36.7	16.6	11.7	2.5

Theme's total mean = 3.85 Chi² = *137.15 significant at 0.00.

Fig. 1.

Summary for the obstacles confronting students in utilizing technologies in learning FLT.

Table 7 shows the strongest students' attitudes toward the importance of educational technologies is solving some problems of learning FLT. This result was represented by item #1, which revealed the highest mean value (4.39) in this theme and ranked first. Thus, the researcher considered this result a positive attitude because it reveals students' tendency to use technologies to improve FLT learning. The result was advocated by item 5, which ranked second and expressed students' positive attitudes toward using educational technologies in FLT. As evidenced by the high mean values of items #1 (4.39) and #5 (4.22), this interpretation appears reasonable. Additionally, students' response to item 4 explained their need for using innovative technologies to learn FLT, which verified their positive attitudes toward innovative technologies, clearly expressed in items #1, #5, and #8. Accordingly, Koprivec and Tolj revealed that technology makes learning process more efficient, attractive and easy [13]. Specifically, the authors reported that a positive attitude of students in learning French is considered a precondition and a key to success in learning French language.

Table 7.

Frequency, mean, standard deviation, Chi value, and rank of students’ responses to theme 4.

#	Item		Strongly agree	Agree	Not Know	Disagree	Strongly Disagree	Mean	Standard deviation	Rank
1.	I believe that educational technologies are entirely important in solving Recto-verso learning problems	F	66.00	39.00	12.00	2.00	1.00	4.39	0.80	1
		2. %	55.00	32.50	10.00	1.70	0.80
3.	I care about using Recto-verso technology in FLT	F	45.00	45.00	18.00	9.00	3.00	4.00	1.02	7
		4. %	37.50	37.50	15.00	7.50	2.50
5.	I think browsing electronic sites to learn FLT is a waste of time	F	26.00	28.00	22.00	26.00	18.00	3.15	1.38	10
		6. %	21.70	23.30	18.30	21.70	15.00
7.	Trados technology is effective in FLT's materials storage and retrieval	F	30.00	30.00	51.00	5.00	4.00	3.64	1.01	9
		8. %	25.00	25.00	42.50	4.20	3.30
9.	I hope that I can find an opportunity to use other technologies in FLT	F	55.00	42.00	18.00	4.00	1.00	4.22	0.88	2
		10. %	45.80	35.00	15.00	3.30	0.80
11.	Innovative technologies prepare students of FLT to cope with learning changes in the event of a pandemic	F	46.00	42.00	26.00	4.00	2.00	4.05	0.94	6
		12. %	38.30	35.00	21.70	3.30	1.70
13.	I feel that I need training in using innovative technologies for FLT	F	48.00	44.00	22.00	4.00	2.00	4.10	0.92	4
		14. %	40.00	36.70	18.30	3.30	1.70
15.	I perceive the importance of utilizing artificial intelligence in FLT	F	51.00	44.00	19.00	4.00	2.00	4.15	0.92	3
		16. %	42.50	36.70	15.80	3.30	1.70
17.	I enjoy learning FLT through my smartphone applications.	F	51.00	42.00	18.00	5.00	4.00	4.09	1.02	5
		18. %	42.50	35.00	15.00	4.20	3.30
19.	I feel satisfied with using innovative technologies in learning FLT	F	46.00	42.00	20.00	10.00	2.00	4.00	1.02	8
		20. %	38.30	35.00	16.70	8.30	1.70

Total theme's mean = 3.98 Chi2 = *96.97 significant at 0.00.

Item #3 (browsing electronic sites is a waste of time) came at the bottom rank of the theme items with the lowest mean (3.15) and highest standard deviation (1.39) values, indicating students' high tendency to search electronic sites for better learning of FLT if they have the skill to do so. This highlights that students' training is essential for utilizing technologies in French education advancement at PNU. Students must, therefore, encompass inspiration and enjoyable assignments that stimulates their thoughts and foster their translation excellence [32].

5. Discussion

The results revealed that students predominantly use basic technologies for FLT learning, with watching videos emerging as the most frequently employed method. Students are increasingly turning to online videos as a means of augmenting their language studies because of its widespread availability and familiarity. Despite students' clear preference for tried-and-true methods of instruction like videos, it's important to seize the many unrealized possibilities presented by emerging technology. The results of this research highlight the need to expose pupils to a wider variety of instructional technology [15]. The learning process may be made more interesting and varied by encouraging the use of novel technologies that are in line with FLT objectives [22]. In addition, research by Farrokhnia et al. also suggests that integrating a variety of technologies, not just videos, can foster deeper engagement and cater to different learning styles in the classroom [36]. These claims in support of the increasing use of digital technology in learning emphasize the need of increasing students' digital literacy to better equip them to use current technological resources.

The study also revealed a gap in the utilization of modern technologies by teachers in the context of FLT education. Instructors depend on Recto-verso and other simple technologies like email and PowerPoint presentations. The limited use of cutting-edge technologies like Boostlingo, gamification, and Kahoot hints to room for development in instructional strategies. These results highlight the importance of giving educators access to professional development opportunities that center on integrating technology into the classroom. Better, more participatory FLT training may result when teachers are given the tools to employ cutting-edge technology [2]. This kind of instruction may help close the knowledge gap between teachers and their pupils when it comes to using technology in the classroom. Sahin and Yilmaz also highlight the importance of ongoing professional development opportunities for teachers to stay updated on emerging technologies and effectively integrate them into their teaching practices [37]. This aligns with the need for providing FLT instructors with training on using advanced technologies like Boostlingo and gamification.

This study similarly revealed that there are several obstacles that students encounter when utilizing technologies for FLT learning. One of the biggest roadblocks was found to be students' lack of prior experience with FLT technology sites, highlighting the need to improve students' digital literacy and technical competency. The difficulties caused by inadequate software training and documentation further emphasize the need of thorough assistance. These results have important ramifications for schools, highlighting the need to remove these roadblocks for a more streamlined and efficient educational experience. Williamson et al. emphasize the importance of scaffolding and providing appropriate guidance to students when introducing new technologies in the learning environment [38]. This aligns with this need for clear instructions and training programs to support students in utilizing FLT technologies effectively. To overcome these obstacles and equip students to make good use of technology for FLT education, there has to be clear instructions, training programs, and publicly accessible resources [16].

It was also found that students generally hold positive attitudes toward the importance of educational technologies in solving FLT learning problems. The top scoring item revealed students' openness to use technological solutions to enhance their FLT education. This finding is consistent with the findings of Lobos et al. and Tamada et al. [39], that identified "fear of technology" as a significant barrier for some faculty members. Professors with less experience or comfort with new technologies may be hesitant to integrate them into their teaching compared to students who are typically more comfortable exploring new digital tools. Students' appreciation of the significance of instructional technology in FLT was further reinforced by the item's placement in second place. Notably, however, students have shown substantial opposition to the view that engaging in mindless web surfing is a waste of time [40]. Given the right tools and direction, students are willing to use online resources to improve their FLT knowledge, as shown by the results of a recent study [8]. These pro-technology attitudes in FLT education suggest that more cutting-edge resources and methods might be used to improve the educational process [28]. Better results in students' language acquisition may be achieved by encouraging and assisting their use of these devices.

Overall, this study's findings provide valuable insights into the current state of technology utilization in FLT education at PNU. They stress the need of taking a holistic and critical strategy to addressing the challenges associated with students' and educators' access to and use of technology. This holistic and critical strategy is important because researchers like Tlili et al. caution against the uncritical embrace of technology in education, highlighting potential drawbacks like distraction and the need for responsible digital citizenship [41]. This emphasizes the importance of using technology thoughtfully and strategically in the context of FLT education at PNU. PNU's College of Languages can improve the FLT curriculum and better equip students for the challenges of the modern digital world by encouraging a culture of creativity and providing the required skills and resources. Finally, the limitations of the present study should be considered when interpreting the results.

6. Limitations and future directions

The researcher encountered two limitations, that is, sampling bias and a limited data collection period. Data were collected from PNU students alone; therefore, they may not be representative of FLT students in Saudi Arabia as a whole. This restriction may prevent extrapolating the results to a more representative sample of students. The time frame for collecting data was also restricted. Over the course of about two weeks in November of 2022, data were gathered from pupils. Seasonal shifts, shifts in technology use, and longer-term patterns in FLT education may not be captured by this snapshot of time. A fuller picture may emerge from a longer data gathering window. Future studies on FLT might try to collect data from a more varied and representative sample of FLT students in Saudi Arabia to counteract the effects of sampling bias. This might need working with a wide variety of educational and linguistic organizations in different parts of the nation. Researchers would be better able to generalize their findings on the role of technology in FLT education if their sample were more representative of the population as a whole. The short time available for data gathering makes longitudinal investigations all the more important. Researchers would benefit from a dataset that spans numerous academic years or semesters so that they may observe seasonal and temporal shifts in student technology use and trends in FLT instruction. This method has the potential to provide additional light on the long-term effects of technological change on language acquisition.

7. Implications

This research highlights the challenges students have when attempting to use technology and software for FLT instruction. It demonstrates the need of removing these obstructions to promote a fruitful learning experience. The implication of this outcome is that, for the best results in FLT instruction, institutions should look into investing in user-friendly, widely available, and dependable technological platforms and software [33]. Another way to assist students overcome these challenges is to provide them with extensive support and tools for using these technologies.

The absence of electronic sites for FLT learning is also highlighted as a problem, especially in light of the unpredictability of the pandemic and the transition to e-learning. This discovery highlights the need to upgrade the college of languages' technology infrastructure at PNU. Investing in the creation of digital platforms, libraries of digital materials, and e-learning environments may help keep FLT courses running smoothly despite disruptions in other areas.

The demands of both students and teachers must be met via a strong online presence. Conclusions from the research point to the need of adopting a comprehensive strategy for implementing technology in FLT courses at PNU. All stakeholders, including academics, should be included in this strategy.

There has been a significant increase in students' need for awareness, knowledge, and technological competences in learning FLT (34). The implication of this outcome is to improve learning FLT. Therefore, these needs must be involved in the FLT's instruction plan. Another pathway is to satisfy the needs through students' training workshop programs for development of learning FLT.

To achieve the aims of FLT and accommodate students' ever-changing requirements, it is essential that technological resources be constantly assessed and modified. Effective adoption of technology may also be facilitated by cultivating a culture of creativity and cooperation among instructors and students.

8. Recommendations

• 1.Theme 1 indicated that students watch FLT videos on YouTube, join self-learning programs, browse electronic sites to develop FLT research projects, and use educational sites to study FLT. As these are considered basic common technologies, students still utilize more innovative technology relevant to FLT learning.
• 2.In Theme 2, the results showed that teachers utilized modern technologies minimally, whereas they enrich teaching FLT. These technologies include artificial intelligence technologies, Kahoot, and Boostlingo. This finding implies that there is need for teachers to be trained in utilizing these technologies in FLT instruction.
• 3.Also, results of theme (#2) showed that apart from the Recto-verso, teachers use only basic technologies such as e-mail. This theme is anchored on the fact that the most used technology based on means is “Use e-mail for sending homework … " (with a mean of 4.20). This might be because email is a familiar and convenient way for teachers to communicate with students. Therefore, teacher training in using innovative technologies like e-mail for teaching FLT is widely recommended. Training of both students and teachers on technology utilization provide the trainees the opportunity to raise their practical skills, imaginative thoughts and ideas [34].
• 4.Results in Theme 3 suggest that the real obstacles facing students' FLT learning relate to utilizing technologies, software and lack of electronic FLT learning sites. Thus, the researcher recommends that in future FLT development, these obstacles should be considered.
• 5.In Theme 4, the results showed the negative impact of lack of electronic sites for students to utilize in learning FLT. On the shade of the unpredictable pandemic in recent years and the transition to e-learning, this problem must be addressed by the PNU's college of languages.
• 6Similarly, respondents clarified their poor skills in using modern technologies for FLT learning. Consequently, the researcher recommends comprehensive training for students to use innovative educational technologies in learning FLT systematically.
• 7.Table 4 shows that item #5, watching videos, represented the top-ranked technology. YouTube videos enhance students' engagement and learning in several aspects that include better understand and remember subjects and complex concepts that they learn [18]. It is recommended, therefore, that the utilization of You Tubes be approved as a basic education technology in developing FLT in the college of languages at PNU [18].
• 8.Table #4 shows that most students agreed to using the educational technologies included in this table. These findings suggest verification of more modern technological resources and learning strategies to enhance Students' learning of FLT.
• 9.Numerous researchers assert the vital role of training students in utilization of technology to improve their learning of FLT [18]. However, researchers expressed their concern about the content of technologies provided to students in the training programs. This content must include inspiration activities and enjoyable assignments that foster students' thinking and translation excellence [32].

• 10. Based on her deep investigation on education technology, the author provides some suggestions as examples of technologies relevant to those used by students in learning FLT. She believes these suggestions could support students in utilizing technologies in learning FLT. The suggested technologies are directly connected with those presented in Table (4). Fig. (2) shows these suggestions.

Fig. 2.

Suggested examples of technologies relevant to those used by students to support them in utilizing technologies in learning FLT.

9. Conclusion

The main objective of this research was to explore how technology is utilized in French language translation (FLT) education in the college of languages at Princess Noura University (PNU). The investigation involved students' and their teachers' utilization of technologies, obstacles that students face, and their attitudes toward using technologies in learning FLT. The findings revealed that students use only basic technologies such as YouTube videos and common learning sites. Students clarified their limited use of modern technologies such as artificial intelligence. Despite their positive attitudes toward utilizing technologies in learning FLT, the results showed many obstacles that students face, mainly lack of training. The findings revealed teachers' limited utilization of modern technologies and reliance on the ones approved by PNU, including e-mail and blackboard. Based on these findings, the researcher drew some recommendations that encompass using more innovative technologies, systematic training for students in using technologies to learn FLT.

I, the undersigned author of the above-mentioned study, hereby declare the following.

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By signing this declaration form, I acknowledge that I have read and understood the information provided above, and I attest to the accuracy of this declaration. I understand that any false or misleading information may result in the rejection of the study or other disciplinary actions.

Declaration of data availability

Data associated with this study has not been deposited into a publicly available repository. For ethics declaration the researcher applied for the PNU's institutional review board (IRB). The study was reviewed by the IRB and accomplished an exempt approval (IRB Log # 22–0348, date: 29/May 2023). Therefore, data will be available on request.

CRediT authorship contribution statement

Latefa Hamed Al Fryan: Writing – review & editing, Writing – original draft, Supervision, Software, Resources, Project administration, Methodology, Investigation, Formal analysis, Data curation, Conceptualization.

Declaration of competing interest

The author declares that she has no known competing financial interest or personal relationships that could have appeared to influence the work reported in this paper.