Student-centred Corrections of Translations and Translation Accuracy: A Case of BA Translation Students

Abstract

Research into assessment is in its infancy in translation studies, and there is a paucity of research in this regard. The present study mainly aimed at: 1) examining if student-centered corrections of translations has any impact on the translation accuracy created by translation students, and 2) exploring the translation students’ reactions to the use of student-centered corrections of translations. The study adopted both qualitative and quantitative approach to gather and analyze the data. A pool of 32 BA translation students participated in this experimental study. The students were required to fill in their Correction Cards while correcting their mistakes, following the student-centered assessment developed by Sainz (1994). The results of the ANCOVA revealed that there was a significant difference in the students’ accuracy scores for subjects in the experimental group and the control group. Moreover, the results emerged from students’ responses to the interview questions revealed that translation students were satisfied with student-centered corrections of translations. As for the translation students, student-centered corrections of translations allows for self-assessment and reassessment; they can assess their progress and measure their translation performance and reevaluate themselves as many times as needed.