Teacher Feedback in Online Education for Trainee Translators

Abstract

The authors present their views on the importance of providing individual, immediate feedback in on-line teaching. This guarantees “teacher-student dialogue”, through which the teacher can provide feedback on student translations, offer prompts and strategies, and correct and support students since they are aware of their individual strengths and weaknesses. The authors have adapted the Proxy program, enabling the teacher to . “spy”. on the student’s computer, and have combined it with the well-known Winpopup application permitting messages to be sent to the students’ computer screen. An empirical experiment is described involving students of German and Portuguese, which provides initial data on the appropriateness of different feedback paradigms for on-line and distance education of trainee translators.

Feedback in Online Translation Courses and the Covid Era

“…Studies on the provision of online feedback emerged from the early days of the WWW [11]. For those interested in this topic, research on the role of feedback in regular face to face settings can also help provide a sounder foundation [9].…”

Formative assessment in the translation classroom: Closing a feedback loop

“…Alfayyadh [9] compared feedback functions in American and Saudi Arabian educational environments. 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.…”

Empirical Studies in Translation: Methodological and Epistemological Questions1

“…A possible solution is to use a single text which is then divided into separate sections. This method was used in Neunzig and Tanqueiro (2005) and ensured that the "texts" (i.e., the various sections of a single text) were very similar: they were written by the same author, concerned the same subject 32 TTR XXIV 2 Wilhelm Neunzig matter, employed the same style and register. Another method for assuring comparable texts is to use tools from psycho-sociology, such as Charles Osgood's Semantic Differential adapted for our field (see Neunzig, 2004).…”

“…This chapter has subdivisions based on the key steps that define the empirical research process, as described, for example by Bunge (1972) or Neunzig and Tanqueiro (2007). The aim is to ensure the transparency of our conduct, in other words, to ensure the intelligibility of the procedure for scientists not connected with the project, or, as Umberto Eco (1977) postulated in his work about how to create a thesis, this should include all the elements necessary for the public to be able to follow it.…”