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It has been found that translation is an efficient means to teach/learn grammar, syntax, and lexis of a foreign language. Meanwhile, translation is good for beginners who do not still enjoy the critical level of proficiency in their target language for expression.  This study was conducted to examine the teachers and learners’ perceptions of employing translation in the foreign language classroom; i.e., the effects, merits, demerits, limitations, as well as its use as a method, strategy or technique. Both quantitative and qualitative methods were used to collect and analyze the data from graduate and undergraduate learners (n=56) and teachers (n=44), male and female, who responded to two questionnaires. Additionally, only the teachers were interviewed to gain richer insight into their perceptions and attitudes. According to the results of independent samples t-test, there was no significant difference between teachers and learners’ attitude to applying translation as a method, strategy, or technique in learning a foreign language.  Based on the interview results, some teachers believed that employing translation in the foreign language context was helpful but not constantly. They claimed that translation was only effective in teaching vocabulary and grammar apart from leaners’ proficiency level as it can clarify meaning. But some other teachers noted that mother tongue would interfere with learning foreign language; they considered translation as a time-consuming activity through which students cannot capture the exact meaning

Teachers and Learners’ Perceptions of Applying Translation as a Method, Strategy, or Technique in an Iranian EFL Setting