Competence Development Strategies after COVID-19: Using PBL in Translation Courses

Abstract

The 2019 pandemic had a direct impact on all educational stakeholders. While many teachers and trainers regarded the changes with some scepticism, others embraced the opportunity to integrate technology into their teaching-and-learning methods and resources. As translation trainers, it is essential to follow and understand the translation market. Translators require vast competencies, amongst which is the flexibility to adapt. In translation training, project-based learning (PBL) has been established as an essential teaching-and-learning method, as it has proven to foster the development of essential competencies, since it simulates the translator’s work environment. Thus, the need to implement new strategies within a short timeframe reinforced the practice of PBL. PBL reflects the work of a freelance translator, because it places the student at the centre of the learning process. In these situations, student self-regulation becomes essential, as it is necessary to analyse the market/situation/project received and be flexible enough to adapt to the specific context. As of 2018–2019, ISCAP implemented PBL as the main teaching-and-learning method in its Technical Translation courses. At the same time, on these courses, an ongoing qualitative quasi-experimental study on student self-regulated learning (SRL) began. The purpose is to understand student perception of their self-regulation competence and its development, or lack thereof, after using PBL to complete translation assignments. The study presented in this article aims to examine the possible effects an online-PBL approach may have on a student’s SRL during the pandemic. Students enrolled in the translation courses voluntarily answered a survey on SRL two times: at the beginning and then at the end of the course. The purpose was to analyse and compare each student’s responses before and after using PBL strategies, identifying changes in student perception over a six-month period. Additionally, we compare each group’s results over a period of three years, which includes the lockdown. Statistical analysis showed that a higher level of self confidence in autonomous learning was achieved, but a lower level of belief in the importance and usefulness of the course contents was noted. Additionally, the study revealed that, with the exception of time-management, student SRL increased. Results indicate that PBL is a useful simulation of the translation labour market and that it does enhance essential competencies, amongst which is student SRL.

Using Blended Learning in Undergraduate Translation Classes: Translation Undergraduate Program at the University of Jeddah as a Case Study

“…For example, in collaboration with WikiHow platform (https://www.wikihow.com), students translated a number of articles on mental health from English into Arabic from March-April 2022, and with the help of WikiHow team their translated articles were published later in the Arabic version of the website. It was noticed that PBL learning environments, as also concluded in Ribeiro et al (2023), can effectively simulate real-world translation scenarios and enhance competencies such as self-regulation in students.…”

“…It reinforces the significance of collaborative translation work in pedagogy by simulating professional translation settings through role-play and project administration, distinguishing this practice from traditional pair or group work. Another recent study by Ribeiro et al (2023) examined specifically the use of project-based learning (PBL) in online translation courses as a strategy for developing competencies and self-regulated learning during the pandemic. Implementing PBL online, they compared student self-regulation before and after the course over three academic years.…”

The Effectiveness of Project Based Learning Model for Self Regulated Learning: A Case Study of Post-Pandemic Elementary School Science Learning

“…Furthermore, Sungur also explained that PjBL is able to teach how to learn. Thus PjBL is able to significantly improve students' SRL skills 26 ; 27 ; 28 .…”