Culture-Specific Items in EFL Students’ Translation: A Systematic Review
This study examines how culture-specific items (CSIs) are translated in EFL contexts through a systematic literature review. Using a PRISMA-based approach, this review analyzed 30 empirical studies published between 2020 and 2025. The studies were identified through structured searches in Scopus, Crossref, Dimensions, and Google Scholar. The selection process involved duplicate removal, title and abstract screening, full-text eligibility assessment, and final inclusion based on predefined criteria. Data were extracted by focusing on study design, participant characteristics, CSI classifications, translation strategies, and factors influencing students’ translation performance. The findings show that CSIs are conceptualized through varied frameworks, including realia, culturemes, cultural references, and culture-bound expressions. In practice, their translation relies on flexible strategies such as retention, adaptation, explicitation, and cultural substitution. However, EFL students often face difficulty in selecting appropriate strategies, especially when translating culturally distant expressions. The review also indicates that intercultural competence, translation training, and access to learning resources influence translation outcomes. These findings suggest that translating CSIs is not only a linguistic task, but also an intercultural process requiring contextual understanding and strategic decision-making. This study contributes by offering an integrated view of CSI classification, translation strategies, and influencing factors, while suggesting stronger emphasis on cultural competence in EFL translation pedagogy.