Beyond error marking: written corrective feedback for a dialogic pedagogy in translator training

Formative assessment in the translation classroom: Closing a feedback loop

“…On this basis, we can conclude that properly designed feedback loop can serve efficiently as both monitoring and learning tool in teaching such a complicated cognitive and speech activity as translation. The received research results support the ideas by Barker & Pinard [33] and Wasbourne [13] that any efficient feedback loop should start with the teacher comment and finish with the student's relevant response. We are strongly convinced that passive reception of the teacher feedback is inappropriate for the initial stages of translation training, because junior students mainly lack proper self-regulation skills.…”

“…In the context of undergraduate translators' training, formative assessment of their translation performance grows in its importance and appears to be quite promising [2], [7]- [13]. Since it promotes students' learning, delivers qualitative information on teaching efficiency, and reflects real-life peculiarities of translation service provision.…”

“…Neunzig and Tanqueiro [12], Yang, et al [23] dealt with the peculiarities of feedback delivery in terms of computer-assisted translators' training. Washbourne [13] defined the features of the productive written feedback on students' translation performance according to dialogic and iterative approaches. Pietrzak [10] developed the design of group feedback exchange for the translation course.…”

“…Moreover, any feedback serves its formative purpose only when it is actively used by the students in their further training [18], [20], [26]. In such a way, the assessment procedure converts into the two-channel dialogue loop [13], [27]. So, in order to close the feedback loop as the continuous productive process translator trainers should arrange iterative students' responses on the given feedback (correction, resubmission, and preparation of either oral or written response on feedback).…”

Why We Need TI-Oriented Language Learning and Teaching (TILLT)

“…Further to this, students underscored the significance of constructive feedback -an issue which has been abundantly addressed by translation scholars in the past (cf. Dollerup 1994;Washbourne 2014), although not in immediate conjunction with TILLT -and frustration with PowerPoint presentations when used without proper context or careful planning. Moreover, although group work can be a suitable method to motivate students and encourage learning, Austrian students in particular mentioned the ineffectiveness of such work for their purposes, while their Spanish counterparts highlighted the need to establish a better connection between course content and assessment.…”