Predictors of problem-solving in translation: implications for translator training

Núñez, Juan L.; Bolaños-Medina, Alicia

doi:10.1080/1750399x.2017.1359762

Cited by 17 publications

(10 citation statements)

References 30 publications

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“…In translation studies, the question of intrinsic motivation in language learning among students has received scarce attention. The study by Núñez & Bolaños-Medina (2018) revealed intrinsic motivation as the predictor of self-perceived problem-solving efficacy in a Translation and Interpreting undergraduate program, yet overlooking the role of intrinsic motivation in an online learning environment. The results of the current study, therefore, make a significant contribution to the literature by highlighting the strong correlation between intrinsic motivation and students' self-perceived translation skill improvement in an online PA activity.…”

Section: Motivation As a Predictor Of Students' Perceptions Of Translational Skill Development In Online Peer Assessment Environmentmentioning

confidence: 99%

Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Huynh¹,

Nguyen²

2019

Int. J. Appl. Linguist. Engl. Lit.

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Peer assessment (PA) has become as an influential educational tool in higher education for many years. However, there is little evidence about technology-facilitated PA in the field of Translation. Therefore, this study attempts to fill in the gap in the literature with an aim to scrutinize the students’ perceptions and motivation toward the adoption of a five-week online PA activity in a Translation course. The correlation between students’ intrinsic and extrinsic motivation and self-perceived skill enhancement is further explored. In order to gather research data, thirty-six third-year students were asked to respond to two questionnaires about the perceptions and motivation of online PA in a five-point Likert-type scale. Both quantitative and qualitative methods were used to analyze the collected data. A number of findings have been revealed by the end of the study. Firstly, the students exhibited a highly positive perception and a high level of motivation in participating in this online task. Secondly, throughout the activity, the participants valued intrinsic motivational factors more importantly than extrinsic ones. Thirdly, the findings highlighted that intrinsic motivation stood out to be the significant predictor of self-perceived translation skill improvement, whereas no statistically significant relationship between extrinsic motivation and a sense of skill enhancement suggested a negligible impact of external factors perceived by students. Potential implications for translation pedagogy and research are also included in the study. The results of this pioneering study, consequently, add to the scarce literature in the local translation landscape by proposing a possible alternative to the face-to-face peer assessment format as well as paving the way for future peer assessment practice and research in blended learning courses.

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Section: Motivation As a Predictor Of Students' Perceptions Of Translational Skill Development In Online Peer Assessment Environmentmentioning

confidence: 99%

Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Huynh¹,

Nguyen²

2019

Int. J. Appl. Linguist. Engl. Lit.

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“…These factors inform the translator’s mental experiences via their base knowledge, ideological preferences, individual personalities, and individual behaviors. Núñez and Bolaños-Medina (2018) state that those involved in translation interact with social and technical environments, along with their own personal history and other influences.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The technical environment and resulting influence are therefore enmeshed within causal, process, and comparative models. Núñez and Bolaños-Medina (2018) for example used an empirical approach to examine translators’ self-perceived problem-solving self-efficacy. They found that competence, intrinsic motivation toward accomplishment, and the self-perceived problem-solving efficacy of translation students were interrelated.…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Efficacy in the Prediction of GPA and Academic Computer Use in Undergraduate Translation Students at a Saudi University

Brashi

2022

Front. Psychol.

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Since the beginning of the COVID-19 pandemic, academic institutions have faced the challenge of understanding the social-psychological features that produce better academic performance among translation students in an online learning environment. Although self-efficacy is widely studied in a variety of teaching and learning models, few studies have examined self-efficacy in regard to translation students. This empirical study aims to examine the roles of general self-efficacy and computer self-efficacy in terms of the academic achievement and computer use of translation students during the COVID-19 pandemic. The participants included 83 undergraduate translation students at the English Language Department of Umm Al-Qura University, Saudi Arabia. They completed the General Self-Efficacy Scale and Computer Self-Efficacy Scale questionnaires. The results found self-efficacy scores were a significant predictor of overall GPA scores, highly predictive of computer self-efficacy, and also predicted an increased typing frequency and computer usage. This study suggests that translation students with greater levels of self-efficacy will be more likely to possess social-psychological features that align with the independent, self-directed nature of online learning environments.

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“…In another study, Núñez and Bolaños-Medina (2018) use the problem-solving subscale developed in Bolaños-Medina and to study the connections between competence, intrinsic motivation towards accomplishment, and self-perceived problemsolving efficacy. In their conclusion, they point to a critical challenge in constructing domainspecific self-efficacy scales: While mimicking the structure of a general self-efficacy scale can provide a starting point for designing a domain-specific instrument, crucial information may be lost if the items are not adequately designed to measure domain-specific aspects.…”

Section: Previous Work On Self-efficacy Scales In Translation Studiesmentioning

confidence: 99%

A self-efficacy scale for measuring student progress in translation company simulations

Konttinen

2021

Acr

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Applying factor analysis on survey data, this paper develops a concise scale of translation service provision self-efficacy aimed for diagnosing learning needs and assessing progress in pedagogical translation company simulations. First, a model of translation service provision activities based on the translation service provision standard ISO 17100 and a business process model of translation service is constructed and operationalized as a draft scale. The draft scale is then tested in an international survey (n = 380) conducted in connection with translation company simulation courses in university-level translator education. Exploratory factor analysis is used to identify dimensions and adequate items for a concise scale that comprises two four-item subscales: a project management self-efficacy subscale and a translation-production self-efficacy subscale. The scale is validated through confirmatory factor analysis. It is expected to be useful as a light-weight measurement instrument for frequent testing or as a compact part of more extensive scales.

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Predictors of problem-solving in translation: implications for translator training

Cited by 17 publications

References 30 publications

Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Self-Efficacy in the Prediction of GPA and Academic Computer Use in Undergraduate Translation Students at a Saudi University

A self-efficacy scale for measuring student progress in translation company simulations

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