Assessing Translation Students' Reflective and Autonomous Learning

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Author(s): Ya-Yun Chen (Newcastle University, UK)
Copyright: 2019
Pages: 27
Source title: Quality Assurance and Assessment Practices in Translation and Interpreting
Source Author(s)/Editor(s): Elsa Huertas-Barros (University of Westminster, UK), Sonia Vandepitte (Universiteit Gent, Belgium)and Emilia Iglesias-Fernández (Universidad de Granada, Spain)
DOI: 10.4018/978-1-5225-5225-3.ch013

Keywords: Communication Studies / Education / Information Science Reference / Linguistics

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Abstract

As an essential soft skill in life-long learning, reflective and autonomous learning has been an integral part of many translator training programs today. However, how it could be assessed systematically and what factors might influence its acquisition is still much under-researched. To help bridge this gap, this chapter aims at reporting the findings of an empirical study, which used diary, think-aloud and small-group discussion as reflective learning methods to investigate translation students' reflective learning. It first provides an overview of relevant theory and then reports how students' reflective levels were assessed and analyzed quantitatively and qualitatively. Based on the empirical findings, it discusses the factors influencing the success of a reflection-encouraging learning environment, followed by a provisional model of translation students' reflective and autonomous learning process.

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Assessing Translation Students' Reflective and Autonomous Learning

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