The present study delves into the contentious issue of translation in English as a Foreign Language (EFL) learning, focusing specifically on the perceptions of first year students at Faculté des Sciences des Administratives et Politiques in Bamako. Historically rooted in the Grammar Translation Method, which fell out of favour in the late 20th century due to severe critiques of its lack of communicative effectiveness, translation in foreign language learning remains a topic of heated debate in the academic arena. While some argue for its pedagogical benefits, others advocate for an English only approach. This paper presents the findings of a questionnaire-based study conducted with two groups of 80 Malian EFL learners at a public University. The study explores learners' perceptions of using translation, particularly the use of French, as a pedagogical tool in EFL class. Results indicate that a majority of learners perceive translation as a useful aid in overcoming learning difficulties. For example 99% of the respondents admitted that the use of translation can provide a lot of advantages for students in the foreign language classes. Additionally, 90 % agree that translation helps learners and makes leaning easier for them in language classes. This research sheds light on the nuanced perspectives surrounding translation in EFL learning and provides insights into its practical implications in the Malian educational context. Keywords : foreign language, grammar-translation method, learning, strategy, perception, translation