This research study investigates the effectiveness of a pedagogical model (an interventional framework) of contextualised instruction through Reverso Context, a comprehensive language and translation tool, in developing the translation skills of senior EFL student teachers. The study employs a quasi-experimental one-group pre-post design, with a translation pre-post test administered to measure expected progress resulting from the intervention. The participants consisted of 50 senior EFL student teachers affiliated with Faculty of Education, Assiut University, Egypt, who were randomly selected from the main population. The research began by identifying the translation skills that senior EFL student teachers required in the context of their pre-service teacher education programme. Based on this, an interventional framework (model) that employed contextualised instruction through Reverso Context was designed and administered to the target participants. The results indicate a significant improvement in the participants' translation skills following the intervention. This suggests that contextualised instruction through Reverso Context could effectively enhance EFL student teachers' translation skills, thereby contributing to their general language proficiency and professional development.