ElFarahaty, HanemWalker, CallumAlkhowaiter, Omar Mohammad2026-05-032026https://hdl.handle.net/20.500.14154/78838This research addresses a gap in the literature regarding the use of parallel corpora in Arabic-English legal translation pedagogy in the Saudi Arabian context. It investigates how parallel corpora impact the quality of Arabic-English legal translation compared with paper dictionaries, and explores the perceptions of translation teachers and students regarding their integration into university translation programmes in Saudi Arabia. An experiment was conducted with 15 male undergraduate students at Majmaah University, Saudi Arabia. The participants used paper dictionaries in the pre-test and parallel corpora in the post-test. The analysis showed a marked increase in the mean weighted score out of 100 (from M=43.87 to M=77.47) and a reduction in translation errors (from 593 to 276) in the post-test. The analysis also showed greater reductions in the terminology, accuracy and mistranslation error categories, while the language error category showed a smaller reduction and remained relatively common in the post-test. Teachers’ perceptions of integrating corpora were collected through a survey distributed to translation teachers in Saudi Arabian universities (N=49). The advantages included improvements in translation skills and subject field knowledge, the promotion of autonomous learning and the perceived credibility of corpus content. The reported drawbacks included technical difficulties with using corpora, students’ over-reliance on them and access limitations. Overall, the teachers expressed positive perceptions of corpora while highlighting their training needs and the need for institutional support. Students’ perceptions of integrating corpora were collected through a survey and a focus group. The advantages comprised improvements in translation and language skills, an increased sense of professionalism when using corpora and the perceived suitability of corpora for pedagogical contexts. The drawbacks comprised usability issues, restricted access to corpora and the limited corpus content. Overall, positive perceptions were observed regarding the integration of corpora into translation pedagogy.312enlegal translationtranslation qualitytranslation pedagogyThesis