Peer-feedback as a Translation Training Tool in Web-based Communication

Abstract

<p>Teaching web-based communication involves website analysis, website design and webcopy writing, often in multiple languages for different target audiences. Localization and foreign language webcopy writing require training in the area of translation, in addition to other skills related to web communication. Such training might be didactically supported with peer-feedback assignments. Surprisingly few studies in the area of localization/translation and web-based communication report about classroom practice of this kind. Drawing on theory from Educational Psychology, Writing Research in L2 and Translation Studies, this paper explores common notions in peer-feedback research. It discusses peer-feedback and its implementation as a translation training tool in the context of web-based communication with a focus on localization as a form of text production. Student feedback and the revisions performed on its basis are investigated. The data reported here derive from an undergraduate web-based communication course, where students produced a translation and an academic translation review. The paper discusses possible future peer-feedback practices, including suggestions for feedback scaffolding tailored to the needs of future language professionals in the area of</p><p>web-based communication.</p>

The Routledge Handbook of Translation and Education

“…Although its efficacy as a method has not been empirically tested yet, e-portfolios offer, in Rico Pérez's view (2017b), a more empowering academic experience, through which students gain authority and confidence as they show they are individual learners and they are meeting high standards of achievement. While often seen as complementary exercises, forum, online quizzes (Varela Salinas 2007), and peer feedback (Flanagan and Heine 2015) are examples of many-to-many teaching and learning techniques whose full potential has not yet been completely unlocked in CAT training. Similarly, it would be interesting to test the efficacy of more one-alone analytical techniques, such as Pym's learning proposal of self-analysis of the translation process, where students could record their on-screen computer-assisted translation processes and see how that affects performance (Pym 2013).…”

Online Peer Feedback as a Strategy to Improve Students’ Translation Skills

“…Second, it provides opportunities to learn from others' feedback and works outside the class. They can make relevant changes after outlining how their groupmates' works inspire them (Flanagan & Heine, 2015). Third, it engages students into decision making process.…”

“…Feedback is essential to improve students' translation skills since it can make them learn from their mistakes and guide them to the right track. In addition, it can also help them to develop their professional skills (Flanagan & Heine, 2015) and make them self-regulated learners (Nicol and Dick, 2005). Mucha (as cited in Pietrzak, 2014) also states that proofreading is an essential sub competence for translators.…”

“…A few studies have unveiled the success of peer feedback-not only in a traditional classroom, but also in an online learning classroom-to improve students' translation skills. In a non-online learning environment, the results of a study conducted by Flanagan and Heine (2015) revealed that the students were empowered and have gained more from the task. Moreover, in an online learning environment, the findings of a study conducted by Wang and Han (2013) demonstrated that most of the participants realized that this strategy is valuable and beneficial to increase their translation skills.…”