Integrating Cloud-Based CAT Tools in EFL Translation Learning: A Systematic Literature Review

Abstract

The impact of cloud-based Computer-Assisted Translation (CAT) technologies on translation learning in English as a Foreign Language (EFL) contexts had been growing, not just in terms of technical support but also in terms of wider educational consequences. Yet, the evidence remained fragmented as prior studies tended to investigate student outcomes, instructional approaches, and pedagogical contributions in isolation. This systematic literature review intended to synthesise the educational significance of cloud-based CAT technologies for EFL translation learning by assessing their influence on students’ learning results, instructional practices, and pedagogical transformation. The study was a Systematic Literature Review (SLR) conducted according to the PRISMA 2020 guidelines. Searches were carried out in Scopus, Google Scholar, ERIC, and Crossref for English-language academic publications released between 2020 and 2025. Twenty-five studies were considered for final synthesis after the screening and eligibility processes. Data were analysed thematically and descriptively. Three themes emerged: student learning outcomes, instructional practices, and pedagogical contributions. The results indicated that the integration of cloud-based CAT was associated with improvements in learners’ digital competence, confidence, motivation, technology acceptance, and collaborative engagement, while several studies also suggested increased independence in learning. CAT-supported environments also influenced curriculum adaptation, teacher responsibilities, and assessment procedures, and encouraged learner-centred approaches and authentic learning. However, there were issues of institutional readiness, infrastructure and teacher preparedness despite these benefits. The review indicated that cloud-based CAT technologies could serve as educational mediators in EFL translation education to support learner development, instructional practices, and pedagogical transformation.