Revue Algérienne des Sciences du Langage
Volume 11, Numéro 1, Pages 421-453
2026-06-10
Ai-mediated Translation And Vocabulary Learning: A Study Of Critical Digital Literacy In The Algerian Plurilingual Efl Context
Authors : Hamdi Pacha Amana . Ait Abdeslam Faiza .
Abstract
This study investigates AI-mediated translation practices and critical digital literacy (CDL) among first-year EFL students at the École Normale Supérieure de Bouzaréah (ENSB), Algeria. Operating within a plurilingual context marked by the coexistence of Arabic, French, Tamazight, and English, students increasingly rely on AI-mediated translation for vocabulary learning. Drawing on a quantitative design, data were collected through a survey questionnaire (n=78) and an AI-translated vocabulary evaluation task (n=34), measuring self-reported AI translation practices and actual ability to identify and correct lexical inaccuracies in AI-generated output. The findings reveal that although students demonstrate general awareness of AI translation limitations, this awareness does not translate into effective critical evaluation. A disparity was found between self-reported verification behaviors and actual task performance, suggesting that current AI use promotes passive rather than reflective vocabulary acquisition. The study calls for explicit CDL instruction focused on developing concrete vocabulary evaluation skills in the Algerian plurilingual EFL context.
Keywords
AI-mediated translation ; vocabulary learning ; critical digital literacy ; plurilingualism ; Algerian EFL students
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