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Abstract
This study sets out to investigate EFL student teachers’ translation processes (problems and strategies) and products (writing performance and translated text). The study employs the mixed methods approach by using the concurrent triangulation design. Data collection is carried out by means of quantitative (questionnaires and translation tasks), as well as qualitative (think aloud protocols, and retrospective interviews) instruments on a sample of (100) 4th year students selected from two Faculties of Education. Results of the study have determined the major problems faced by students in translation, as well as the main strategies employed by them to overcome these problems. Error analysis of students{u2019} translation texts has revealed that major errors committed by students were grammatical and substance errors, and syntactic errors. Analyzing Think-aloud Protocols (TAPs) has determined the main macro- and micro-levels translation processes. A model, finally, comprising six main competences, for how translation would be taught has been suggested. The study concludes with presenting the pedagogical implications and suggestions for future research