<![CDATA[This study is motivated by the persistent gap between linguistic competence and cultural understanding in English as a Foreign Language (EFL) learning, where language proficiency does not necessarily lead to contextually appropriate meaning interpretation. However, limited studies have systematically examined how meaning is mediated within EFL learning contexts. This study aims to explore the conceptualization of cultural translation and analyze its role in bridging linguistic and cultural meaning. A qualitative approach was employed using a systematic literature review design, analyzing 27 peer-reviewed articles published between 2020 and 2025, selected through a PRISMA informed process. The data were examined using reflexive thematic analysis to identify recurring patterns across studies. The findings reveal three central themes interpretation, negotiation, and meaning reconstruction which collectively position cultural translation as a dynamic process of meaning mediation. These results indicate that effective EFL learning requires a shift from a purely linguistic focus toward a process-oriented approach to meaning construction. This study contributes by repositioning cultural translation as a core mechanism in EFL pedagogy, offering a more integrative and context sensitive framework for language learning.]]>
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