Task-Based Translation Instruction and Metacognitive Awareness

Abstract

This study explored the impact of task-based instruction (TBI), rooted in social constructivist theory, on the metacognitive awareness of 23 undergraduate translation students at Jahrom University in a course on “Translating Idioms and Culture-Specific Items.” A pre- and post-treatment within-subjects design was used to measure changes in eight metacognitive subcomponents, covering both knowledge (declarative, procedural, conditional) and regulation (planning, information management, monitoring, debugging, evaluation). Data were gathered through an adapted Metacognitive Awareness Inventory (MAI) and classroom observations. Paired-sample t-tests showed significant improvements (p < 0.05) across all subcomponents, with the highest gains in ‘Planning’ (52.17%) and ‘Procedural Knowledge’ (27.23%). Observational data supported these findings, revealing increased autonomy, strategic thinking, and problem-solving among students. No significant gender-based differences were found. The study suggests that the TBI intervention's structured, collaborative, and reflective components enhanced students' translation organization and culturally sensitive strategy application, thereby highlighting its effectiveness in developing essential metacognitive skills within translator education.