Assessing English-Arabic Medical Translation Performance among Undergraduate Students at the Faculty of Languages-Surman, Sabratha University

Abstract

Medical translation requires strong language skills, accurate knowledge of medical terminology, and the ability to convey specialized information clearly and appropriately to the target audience. However, performance-based evidence on English-Arabic medical translation among Libyan undergraduate students remains limited.

This study assessed the performance of English Department students at the Faculty of Languages-Surman, Sabratha University, in translating a medical text from English into Arabic. Students from different semester levels completed a controlled patient-oriented medical translation task and a short questionnaire concerning their previous translation experience, use of translation resources, and perceived difficulties. The translations were independently assessed by two trained evaluators using an analytic scoring rubric covering meaning accuracy, medical terminology, Arabic-language quality, audience appropriateness, and completeness and consistency.

The findings showed an overall moderate level of translation performance. Meaning accuracy was the strongest area, while medical terminology represented the main area of weakness. Performance also differed across semester groups, suggesting that current course direction and translation experience may influence students’ ability to complete English-Arabic medical translation tasks. Terminology errors were the most common problems identified in the translated texts, followed by Arabic-language errors and unjustified omissions or additions. Students also frequently reported difficulty in choosing among alternative Arabic equivalents for medical terms.

Previous study of specialized translation was associated with better translation performance, whereas frequent use of translation resources alone did not independently indicate stronger performance. Overall, the findings highlight the need for greater attention to medical terminology, clear patient-oriented Arabic, critical evaluation of translation resources, and systematic revision in undergraduate translation training.