Pub Date : 2023-01-02DOI: 10.1080/1750399X.2023.2170049
Chao Han
ABSTRACT Aptitude testing is used to select candidates with the greatest potential for professional interpreter training. Implicit in this practice is the expectation that aptitude test scores predict future performance. As such, the predictive validity of score-based inferences and decisions constitutes an important rationale for aptitude testing. Although researchers have provided predictive validity evidence for different aptitudinal variables, very little research has examined the substantive meaning and robustness of such evidence. We therefore conducted this systematic review to investigate or interrogate the methodological rigour of quantitatively-based prospective cohort studies of aptitude for interpreting, focusing on the substantive meaning, psychometric soundness, and statistical analytic rigour underpinning their predictive validity evidence. Our meta-evaluation of 18 eligible studies, identified through a rigorous search and screening process, shows a diverse array of practices in the operationalisation, analysis, and reporting of aptitude tests, interpreting performance assessments, and related validity evidence. Main patterns include the collection of mostly single-site data (i.e., from a single institution), use of self-designed instruments for testing aptitude, and under-reporting of key information on measurement and statistical procedures. These findings could help researchers better interpret existing validity evidence and design future research on aptitude testing.
{"title":"Interrogating the predictive validity of aptitude testing for interpreting: a systematic methodological review","authors":"Chao Han","doi":"10.1080/1750399X.2023.2170049","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2170049","url":null,"abstract":"ABSTRACT Aptitude testing is used to select candidates with the greatest potential for professional interpreter training. Implicit in this practice is the expectation that aptitude test scores predict future performance. As such, the predictive validity of score-based inferences and decisions constitutes an important rationale for aptitude testing. Although researchers have provided predictive validity evidence for different aptitudinal variables, very little research has examined the substantive meaning and robustness of such evidence. We therefore conducted this systematic review to investigate or interrogate the methodological rigour of quantitatively-based prospective cohort studies of aptitude for interpreting, focusing on the substantive meaning, psychometric soundness, and statistical analytic rigour underpinning their predictive validity evidence. Our meta-evaluation of 18 eligible studies, identified through a rigorous search and screening process, shows a diverse array of practices in the operationalisation, analysis, and reporting of aptitude tests, interpreting performance assessments, and related validity evidence. Main patterns include the collection of mostly single-site data (i.e., from a single institution), use of self-designed instruments for testing aptitude, and under-reporting of key information on measurement and statistical procedures. These findings could help researchers better interpret existing validity evidence and design future research on aptitude testing.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"7 - 28"},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45511684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1750399X.2023.2170042
Xiaoqi Shang, M. Russo, Catherine Chabasse
ABSTRACT Aptitude testing plays an important role in interpreter training as it helps to screen prospective trainee interpreters, ensuring the quality of training. However, there has been scant interest in this line of inquiry among interpreting scholars. This special issue focuses on the conceptualisation of aptitude and exploration of the predictive validity of aptitude testing batteries or components for interpreting performance from multiple theoretical perspectives using a wide array of methodologies. Firstly, Han’s meta-analysis provides a comprehensive methodological overview of the current research on predictive validity of aptitude testing for interpreting. Next, Hlavac’s survey-based study focuses on the conceptualisation of interpreting aptitude by incorporating multi-stakeholder views. The ensuing three empirical studies by Liu and Zhang, Shang and Xie and Lu and Liu have explored the predictive validity of the tests that were replicated, currently used and self-designed respectively. The last three studies, by Su, Xu, and Song and Li, adopt an aptitude-treatment paradigm to explore the different effects of aptitude components, such as learners’ emotions and cognitive fluency, on interpreting performance under different treatment conditions. These eight articles are expected to stir the research community’s interest in aptitude testing for interpreting, a highly relevant yet significantly under-examined area in interpreting studies.
摘要能力倾向测试在口译培训中发挥着重要作用，有助于筛选潜在的口译培训生，确保培训质量。然而，口译学者对这一问题的研究兴趣甚少。本期特刊着重于天资的概念化和探索天资测试电池或组件的预测有效性，以使用广泛的方法从多个理论角度解释表现。首先，韩的荟萃分析对口译能力倾向测试预测效度的研究现状进行了全面的方法论概述。接下来，Hlavac的基于调查的研究通过结合多方利益相关者的观点来关注口译能力的概念化。Liu and Zhang、Shang and Xie、Lu and Liu的三个实证研究分别探讨了被复制、当前使用和自行设计的测试的预测效度。Su、Xu、Song和Li的最后三项研究采用了能力倾向-处理范式，探讨了不同处理条件下学习者情绪和认知流畅性等能力倾向成分对口译表现的不同影响。这八篇文章预计将激起研究界对口译能力倾向测试的兴趣，这是口译研究中一个高度相关但显著不足的领域。
{"title":"Introduction to the special issue Revisiting aptitude testing for interpreting","authors":"Xiaoqi Shang, M. Russo, Catherine Chabasse","doi":"10.1080/1750399X.2023.2170042","DOIUrl":"https://doi.org/10.1080/1750399X.2023.2170042","url":null,"abstract":"ABSTRACT Aptitude testing plays an important role in interpreter training as it helps to screen prospective trainee interpreters, ensuring the quality of training. However, there has been scant interest in this line of inquiry among interpreting scholars. This special issue focuses on the conceptualisation of aptitude and exploration of the predictive validity of aptitude testing batteries or components for interpreting performance from multiple theoretical perspectives using a wide array of methodologies. Firstly, Han’s meta-analysis provides a comprehensive methodological overview of the current research on predictive validity of aptitude testing for interpreting. Next, Hlavac’s survey-based study focuses on the conceptualisation of interpreting aptitude by incorporating multi-stakeholder views. The ensuing three empirical studies by Liu and Zhang, Shang and Xie and Lu and Liu have explored the predictive validity of the tests that were replicated, currently used and self-designed respectively. The last three studies, by Su, Xu, and Song and Li, adopt an aptitude-treatment paradigm to explore the different effects of aptitude components, such as learners’ emotions and cognitive fluency, on interpreting performance under different treatment conditions. These eight articles are expected to stir the research community’s interest in aptitude testing for interpreting, a highly relevant yet significantly under-examined area in interpreting studies.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"1 - 6"},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44971666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/1750399X.2022.2156070
Haoda Feng, Feng Shi
{"title":"Research on translator and interpreter training: a collective volume of bibliometric reviews and empirical studies on learners","authors":"Haoda Feng, Feng Shi","doi":"10.1080/1750399X.2022.2156070","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2156070","url":null,"abstract":"","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"173 - 176"},"PeriodicalIF":1.5,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/1750399X.2022.2156716
M. Damian
{"title":"The dark side of translation","authors":"M. Damian","doi":"10.1080/1750399X.2022.2156716","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2156716","url":null,"abstract":"","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"319 - 324"},"PeriodicalIF":1.5,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46295108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/1750399X.2022.2151219
Ingrid Simonnæs, J. Roald, Beate Sandvei
ABSTRACT The aim of this paper is to account for a case study based on the Bergen Translation Corpus (BTC), a project launched to identify specific translation challenges in connection with the National Translator Accreditation Exam (NTAE) in Norway. The corpus is made up of translations by candidates entering the NTAE. The exam is held with no requirement to have previously attended a study programme in translation studies. The BTC is a parallel multilingual corpus, primarily compiled for research purposes, but subsequently used for training purposes of candidates in the context of the NTAE. This paper introduces a research-based and training-oriented application, with the aim to identify candidates’ handling of two specific translation challenges in legal texts, viz. culturally bound concepts (cultural references) and modality. The small number of translations included in the BTC allows only for a qualitative analysis. Results of the case study support findings from previous studies on those issues.
{"title":"The Bergen Translation Corpus and its benefit for training purposes: a case study on legal texts","authors":"Ingrid Simonnæs, J. Roald, Beate Sandvei","doi":"10.1080/1750399X.2022.2151219","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2151219","url":null,"abstract":"ABSTRACT The aim of this paper is to account for a case study based on the Bergen Translation Corpus (BTC), a project launched to identify specific translation challenges in connection with the National Translator Accreditation Exam (NTAE) in Norway. The corpus is made up of translations by candidates entering the NTAE. The exam is held with no requirement to have previously attended a study programme in translation studies. The BTC is a parallel multilingual corpus, primarily compiled for research purposes, but subsequently used for training purposes of candidates in the context of the NTAE. This paper introduces a research-based and training-oriented application, with the aim to identify candidates’ handling of two specific translation challenges in legal texts, viz. culturally bound concepts (cultural references) and modality. The small number of translations included in the BTC allows only for a qualitative analysis. Results of the case study support findings from previous studies on those issues.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"282 - 300"},"PeriodicalIF":1.5,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42423222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1080/1750399X.2022.2148964
L. Cásedas, M. Funes, Marc Ouellet, Mercedes García de Quesada
ABSTRACT Transversal competences are now essential not only for employability but for the well-being of students, and thus for society as a whole. However, these competences are not commonly taught or researched as part of higher education degree programmes. This evidently leads to a gap between ideal teaching goals and what students actually learn in their undergraduate studies. To meet this need, a psychoeducational intervention was designed and implemented in an undergraduate programme in translation and interpreting within the framework of a teaching innovation project. The impact of this intervention was tested on transversal competences such as emotional intelligence and regulation, creativity, psychological distress, and cultural intelligence, among others. This parallel exploratory study compared the effectiveness of two mindfulness-based programmes. In both mindfulness-based training programmes, the preliminary results seemed to indicate an improvement in these transversal competences. Limitations of the study were the design, sample size, and the restrictions imposed by the COVID-19 pandemic. The results of our study led to recommendations for degree programme design as well as a platform for discussion and debate on the relationship between higher education, competence-based training, and social demands. The clinical trial was registered with www.clinicaltrials.gov (NCT04392869).
{"title":"Training transversal competences in a bachelor’s degree in translation and interpreting: preliminary evidence from a clinical trial","authors":"L. Cásedas, M. Funes, Marc Ouellet, Mercedes García de Quesada","doi":"10.1080/1750399X.2022.2148964","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2148964","url":null,"abstract":"ABSTRACT Transversal competences are now essential not only for employability but for the well-being of students, and thus for society as a whole. However, these competences are not commonly taught or researched as part of higher education degree programmes. This evidently leads to a gap between ideal teaching goals and what students actually learn in their undergraduate studies. To meet this need, a psychoeducational intervention was designed and implemented in an undergraduate programme in translation and interpreting within the framework of a teaching innovation project. The impact of this intervention was tested on transversal competences such as emotional intelligence and regulation, creativity, psychological distress, and cultural intelligence, among others. This parallel exploratory study compared the effectiveness of two mindfulness-based programmes. In both mindfulness-based training programmes, the preliminary results seemed to indicate an improvement in these transversal competences. Limitations of the study were the design, sample size, and the restrictions imposed by the COVID-19 pandemic. The results of our study led to recommendations for degree programme design as well as a platform for discussion and debate on the relationship between higher education, competence-based training, and social demands. The clinical trial was registered with www.clinicaltrials.gov (NCT04392869).","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"193 - 210"},"PeriodicalIF":1.5,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49186624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-29DOI: 10.1080/1750399X.2022.2141003
L. Howes
ABSTRACT Community interpreters (or public service interpreters) work in a variety of contexts, including health, legal, and governmental service provision. Although the field is characterised by diversity, community interpreters may be unified by the relevant professional code of ethics. Previous studies have shown that case deliberation in educational settings can be valuable to practitioners in developing the skills to resolve ethical dilemmas in practice. This study explored ethical dilemmas experienced by community interpreters working in policing and other contexts. Transcripts of interviews with 20 Australian community interpreters were analysed to document the types of ethical dilemmas discussed and the salience of ethical principles in resolving them. Participants referred to all ethical principles from the Australian Code of Ethics. Four themes were identified in the types of dilemmas that participants reported: wanting to help one of the parties, not wanting to say what the parties said, pressure to take on another professional’s role, and disagreeing with another interpreter’s choices. Participants’ resolutions of ethical dilemmas mostly aligned with principles from the Code. The study highlights the significance of professional ethics to community interpreters and provides examples from practice that may be valuable in community interpreter education, training and professional development contexts.
{"title":"Ethical dilemmas in community interpreting: interpreters’ experiences and guidance from the code of ethics","authors":"L. Howes","doi":"10.1080/1750399X.2022.2141003","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2141003","url":null,"abstract":"ABSTRACT Community interpreters (or public service interpreters) work in a variety of contexts, including health, legal, and governmental service provision. Although the field is characterised by diversity, community interpreters may be unified by the relevant professional code of ethics. Previous studies have shown that case deliberation in educational settings can be valuable to practitioners in developing the skills to resolve ethical dilemmas in practice. This study explored ethical dilemmas experienced by community interpreters working in policing and other contexts. Transcripts of interviews with 20 Australian community interpreters were analysed to document the types of ethical dilemmas discussed and the salience of ethical principles in resolving them. Participants referred to all ethical principles from the Australian Code of Ethics. Four themes were identified in the types of dilemmas that participants reported: wanting to help one of the parties, not wanting to say what the parties said, pressure to take on another professional’s role, and disagreeing with another interpreter’s choices. Participants’ resolutions of ethical dilemmas mostly aligned with principles from the Code. The study highlights the significance of professional ethics to community interpreters and provides examples from practice that may be valuable in community interpreter education, training and professional development contexts.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"17 1","pages":"264 - 281"},"PeriodicalIF":1.5,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46680539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1750399X.2022.2036937
Khaled Al-Shehari, Ali Almanna
ABSTRACT This study aims to establish a model of collaboration that illustrates the various channels of collaboration that (trainee) translators go through in the course of translation, who they collaborate with, and why they choose to do so. To this end, it draws on an in-depth analysis of 21 medium-length Wikipedia articles translated by undergraduate English/Arabic translation students at Sultan Qaboos University, the Wikipedia ‘talk’ pages of the articles, and the reflective journals kept by the students. The study sets up a model of collaboration in which the translator collaborates with Wikipedia editors, translators, and subject-matter experts for the purpose of producing their translation. The model outlines the aspects of language and translation wherein translators seek collaboration for such Wikipedia article style and formatting and terminology clarification. The study also aims to determine what the students have learned and/or gained from their collaborative experience. The results illustrate that engaging students in discussing translation and language choices with the above-mentioned collaborators can help them produce better translations.
{"title":"Collaborative translation of Wikipedia: with whom do trainee translators collaborate and for what purpose?","authors":"Khaled Al-Shehari, Ali Almanna","doi":"10.1080/1750399X.2022.2036937","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2036937","url":null,"abstract":"ABSTRACT This study aims to establish a model of collaboration that illustrates the various channels of collaboration that (trainee) translators go through in the course of translation, who they collaborate with, and why they choose to do so. To this end, it draws on an in-depth analysis of 21 medium-length Wikipedia articles translated by undergraduate English/Arabic translation students at Sultan Qaboos University, the Wikipedia ‘talk’ pages of the articles, and the reflective journals kept by the students. The study sets up a model of collaboration in which the translator collaborates with Wikipedia editors, translators, and subject-matter experts for the purpose of producing their translation. The model outlines the aspects of language and translation wherein translators seek collaboration for such Wikipedia article style and formatting and terminology clarification. The study also aims to determine what the students have learned and/or gained from their collaborative experience. The results illustrate that engaging students in discussing translation and language choices with the above-mentioned collaborators can help them produce better translations.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"448 - 464"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48102170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1750399X.2022.2084258
J. Neves
ABSTRACT The analysis of particular experiences in the light of academic thought is bound to help us understand the impact of educational approaches on real people living in real contexts, while shedding light at a macro-level on translator education at large. This article addresses the analysis of one particular case of project-based learning on AVT for Access, in the MA in Audiovisual Translation programme offered at Hamad bin Khalifa University (HBKU), to show how academically motivated Participatory Action Research projects may lead to the development of ‘social transformative competence’ in translation students. This competence is the ability to identify areas for action and to operate social change in the process of developing and providing translation and mediation services. Socially invested professionals will be people who proactively interact with society towards change, in the search for creative solutions for existing problems. In so doing, not only will they be positioning themselves as service providers, but they will also be promoting social justice and empowering the communities they engage with. Furthermore, they could be shaping environments for emerging mediation modes, outlining new professional profiles and creating new communities of practice.
摘要从学术思想的角度分析特定的经历，有助于我们理解教育方法对生活在现实环境中的真实人的影响，同时也有助于从宏观层面揭示译者教育。本文分析了哈马德·本·哈利法大学（HBKU）提供的视听翻译硕士课程中基于AVT for Access的项目学习的一个特殊案例，以展示学术动机的参与式行动研究项目如何能够培养翻译学生的“社会变革能力”。这种能力是指在开发和提供翻译和调解服务的过程中确定行动领域并实施社会变革的能力。社会投资的专业人士将积极与社会互动，寻求解决现有问题的创造性方案。在这样做的过程中，他们不仅将自己定位为服务提供商，而且还将促进社会正义，赋予他们所参与的社区权力。此外，它们可以为新兴的调解模式创造环境，概述新的专业概况，并创建新的实践社区。
{"title":"Project-based learning for the development of social transformative competence in socially engaged translators","authors":"J. Neves","doi":"10.1080/1750399X.2022.2084258","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2084258","url":null,"abstract":"ABSTRACT The analysis of particular experiences in the light of academic thought is bound to help us understand the impact of educational approaches on real people living in real contexts, while shedding light at a macro-level on translator education at large. This article addresses the analysis of one particular case of project-based learning on AVT for Access, in the MA in Audiovisual Translation programme offered at Hamad bin Khalifa University (HBKU), to show how academically motivated Participatory Action Research projects may lead to the development of ‘social transformative competence’ in translation students. This competence is the ability to identify areas for action and to operate social change in the process of developing and providing translation and mediation services. Socially invested professionals will be people who proactively interact with society towards change, in the search for creative solutions for existing problems. In so doing, not only will they be positioning themselves as service providers, but they will also be promoting social justice and empowering the communities they engage with. Furthermore, they could be shaping environments for emerging mediation modes, outlining new professional profiles and creating new communities of practice.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"465 - 483"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43343126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1750399X.2022.2097984
Lusha Sha, Xiangling Wang, Shuya Ma, Thomas Anthony Mortimer
ABSTRACT Online peer feedback has been regarded as an effective way to promote collaborative learning in the teaching of translation technology. But there is limited research about decreasing the negative influence of social factors such as peer pressure, favouritism, and face-saving in the process. Therefore, the present study examined the effects of anonymous online peer feedback (AOPF) on students’ translation performance, feedback quality, self-efficacy and perceptions in translation technology teaching. A total of 60 Chinese postgraduate students from a translation technology training course participated in this study, and they were then randomly assigned into either the anonymous or identified group. Results indicated that AOPF was a practical approach to improving translation performance. The content analysis showed that the anonymous group provided more cognitive and metacognitive feedback messages in terms of feedback quality. In addition, students in the anonymous group felt more comfortable giving in-depth suggestions for peer work. However, there was no significant difference in affective feedback messages between the two groups. Furthermore, results from the questionnaires revealed that anonymity in online peer feedback could improve the students’ self-efficacy and learning satisfaction. These findings can give insights for trainers to facilitate practical peer assessment activities in translation technology training.
{"title":"Investigating the effectiveness of anonymous online peer feedback in translation technology teaching","authors":"Lusha Sha, Xiangling Wang, Shuya Ma, Thomas Anthony Mortimer","doi":"10.1080/1750399X.2022.2097984","DOIUrl":"https://doi.org/10.1080/1750399X.2022.2097984","url":null,"abstract":"ABSTRACT Online peer feedback has been regarded as an effective way to promote collaborative learning in the teaching of translation technology. But there is limited research about decreasing the negative influence of social factors such as peer pressure, favouritism, and face-saving in the process. Therefore, the present study examined the effects of anonymous online peer feedback (AOPF) on students’ translation performance, feedback quality, self-efficacy and perceptions in translation technology teaching. A total of 60 Chinese postgraduate students from a translation technology training course participated in this study, and they were then randomly assigned into either the anonymous or identified group. Results indicated that AOPF was a practical approach to improving translation performance. The content analysis showed that the anonymous group provided more cognitive and metacognitive feedback messages in terms of feedback quality. In addition, students in the anonymous group felt more comfortable giving in-depth suggestions for peer work. However, there was no significant difference in affective feedback messages between the two groups. Furthermore, results from the questionnaires revealed that anonymity in online peer feedback could improve the students’ self-efficacy and learning satisfaction. These findings can give insights for trainers to facilitate practical peer assessment activities in translation technology training.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"325 - 347"},"PeriodicalIF":1.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48810871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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