The Effects of Back-Translation Activities Using English Storybooks on University Students’ Affective Factors and Perceptions of Vocabulary Learning

This study examined the effects of back translation activities using English storybooks on university students' vocabulary learning. A total of 40 university students participated in a back-translation experiment conducted as part of this study. Data were collected through surveys and in-depth interviews. The collected data were analyzed using paired sample t-tests, descriptive statistics, and thematic analysis of qualitative interview responses. Results showed significant improvement in interest, confidence, motivation, and anxiety reduction. Satisfaction was also high, with many participants reporting that the back-translation activity was more engaging and practical than traditional vocabulary learning. Interview responses indicated that learners found back-translation helpful for improving vocabulary retention and contextual expression.