This study explores a classroom-based strategy designed to enhance vocabulary retention and sentence construction in EFL learners through controlled translation and emotional engagement. Initially, students avoided translating new vocabulary, which led to low retention and difficulty using words in context. After introducing a strategy of translating new words into the learners' mother tongue and providing cultural, emotional, and contextual explanations, vocabulary retention and classroom participation improved significantly. The study also emphasizes the role of emotional resonance in activating learners' vocabulary and language fluency. Emotional and cultural factors play a critical role in anchoring vocabulary into long-term memory, especially when learners experience a sense of personal connection to the language they are acquiring. These insights support a balanced approach to translation in EFL pedagogy, highlighting the need to connect words not only to meaning but also to learners’ feelings, beliefs, and lived experiences for holistic language acquisition.  

Controlled translation, vocabulary retention, emotional resonance

A.D.K. qizi. (2024). How to develop productive skills with the help of critical thinking activities of B1 level learners. American Journal of Language, Literacy and Learning in STEM Education, 2.

Barcroft, J. (2009). Input-based approaches to vocabulary instruction for second language learners. In T. Fitzpatrick & A. Barfield (Eds.), Lexical Processing in Second Language Learners (pp. 89–108). Multilingual Matters.

Ferlazzo, L. (2024). The use or misuse of Google Translate in the ELL classroom. Education Week. https://www.edweek.org

Giyosovna, S. Z. (2024). The special features of methods of teaching English to students with visual impairments. World Science: Problems and Innovations, 60 (ISBN 978-5-00236-161-8), 121–124.

Jurayeva, A., & Alimova, D. (2023). Innovative approaches of language teaching in the context of globalization. O'zbekiston davlat jahon tillari universiteti konferensiyalari, 702–707.

Kamila, A. (2023). The influence of linguistic ethics in evoking mass emotions. Best Journal of Innovation in Science, Research and Development, 3(4), 264–270.

Kupaysinovna, S. G. (2024, June 16). Lost in translation: How social media slang shapes global communication. Western European Journal of Linguistics and Education, 2(6), 185–189. https://westerneuropeanstudies.com/index.php/2/article/view/1185

Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different?. Applied Linguistics, 19(2), 255–271.

Muhtshamova, P. (2024). Using authentic materials in ESL classroom. O'zbekiston davlat jahon tillari universiteti konferensiyalari, 91–94.

Mukhtashamova, P. (2024). A stylistic comparison of ethical and moral proverbs in English and Uzbek. Maktabgacha va maktab ta’limi jurnali, 3(5).

Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.

Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Newbury House.

Rashidova, G. (2023). Collocation limitation among L1 and L2 learners. O'zbekiston Milliy Universiteti Xabarlari, 1(12), 335–337.

ResearchGate. (2024). The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners. https://www.researchgate.net

ResearchGate. (2024). The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners. https://www.researchgate.net

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.

Sultonova, M. (2025). The power of groupthink in decision making processes. Available at SSRN 5195467.

Tandfonline. (2025). Student Attitudes Toward Machine Translation. https://www.tandfonline.com

Tandfonline. (2025). Student Attitudes Toward Machine Translation. https://www.tandfonline.com

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Ferlazzo, L. (2024). The use or misuse of Google Translate in the ELL classroom. Education Week. https://www.edweek.org

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.