Even though the established literature has proven that translation actually plays a significant role in English Language Teaching (ELT) as well as in Second Language Acquisition (SLA), there is lack of empirical evidence showing the correlation between the use of sight translation skills and learners' acquisition of English proficiency. This preliminary study recruited 14 English learners and investigated the potential effect of sight translation on the learners' learning outcomes. By comparing the frequencies of ambiguity and significant features appeared in the learners' reading performance in two different genres of texts, the results suggest that the skills of sight translation can successfully improve English learners' reading comprehension. Implications and potential research directions are further addressed
