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'Feedback must be a two-way exchange': a qualitative study of how translation students perceive feedback

Identificadors del recurs

Andújar Moreno G, Cañada Pujols MD. 'Feedback must be a two-way exchange': a qualitative study of how translation students perceive feedback. Cadernos de traduçâo. 2025;45:e100544. DOI: 10.5007/2175-7968.2025.e100544

2175-7968

http://hdl.handle.net/10230/72052

http://dx.doi.org/10.5007/2175-7968.2025.e100544

Procedència

(e-Repositori. Repositori Digital de la UPF)

Fitxa

Títol:: 'Feedback must be a two-way exchange': a qualitative study of how translation students perceive feedback
Matèria:: Feedback; Translation teaching; Student perceptions
Descripció:: In this article we are interested in one of the possible modalities of feedback generated in the training of future translators at university level: the written corrective feedback (WCF) offered by teachers on students' translations. More specifically, using data obtained from two focus groups and a questionnaire, we have explored the perceptions of translation students regarding the features and usefulness of the feedback they received during their degree programme. The results show that students perceive WCF as a unidirectional transmission of information and not as a dialogical learning cycle, as the most current approaches to feedback postulate. They also call for feedback that is precise, informative, orientating and adjusted to student needs. At the same time, they believe that feedback should offer corrections without adopting a reproving tone; it should include explanations about errors in the translation; it should point to where the work successfully fulfils learning goals; and it should incorporate suggestions for improvement that can be applied in future translation tasks. The descriptive findings presented here bear on current teaching practices in the translation classroom and point to possible areas where such practices might be improved to enhance the development by students of translation competencies.; This work was supported by the Spanish Ministry of Science and Innovation under grant PID2020-113236GB-I00 (RetroTrad: Formative feedback in translation teaching and learning).
Idioma:: English
Relació:: Cadernos de traduçâo. 2025;45:e100544; info:eu-repo/grantAgreement/ES/2PE/PID2020-113236GB-I00
Autor/Productor:: Andújar Moreno, Gemma; Cañada Pujols, Maria Dolors
Editor:: Universidade Federal de Santa Catarina. Programa de Pós-Graduação em Estudos da Tradução
Drets:: Copyright (c) 2025 Cadernos de Tradução. Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License. Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Atribuição 4.0 Internacional (CC BY) que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.; https://creativecommons.org/licenses/by/4.0/; info:eu-repo/semantics/openAccess
Data:: 2025-11-28T14:27:02Z; 2025
Tipus de recurs:: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion
Format:: application/pdf

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2. < dc:creator > Andújar Moreno, Gemma </ dc:creator >
3. < dc:creator > Cañada Pujols, Maria Dolors </ dc:creator >
4. < dc:subject > Feedback </ dc:subject >
5. < dc:subject > Translation teaching </ dc:subject >
6. < dc:subject > Student perceptions </ dc:subject >
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4. < description > In this article we are interested in one of the possible modalities of feedback generated in the training of future translators at university level: the written corrective feedback (WCF) offered by teachers on students' translations. More specifically, using data obtained from two focus groups and a questionnaire, we have explored the perceptions of translation students regarding the features and usefulness of the feedback they received during their degree programme. The results show that students perceive WCF as a unidirectional transmission of information and not as a dialogical learning cycle, as the most current approaches to feedback postulate. They also call for feedback that is precise, informative, orientating and adjusted to student needs. At the same time, they believe that feedback should offer corrections without adopting a reproving tone; it should include explanations about errors in the translation; it should point to where the work successfully fulfils learning goals; and it should incorporate suggestions for improvement that can be applied in future translation tasks. The descriptive findings presented here bear on current teaching practices in the translation classroom and point to possible areas where such practices might be improved to enhance the development by students of translation competencies. </ description >
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4. < dcterms:abstract > In this article we are interested in one of the possible modalities of feedback generated in the training of future translators at university level: the written corrective feedback (WCF) offered by teachers on students' translations. More specifically, using data obtained from two focus groups and a questionnaire, we have explored the perceptions of translation students regarding the features and usefulness of the feedback they received during their degree programme. The results show that students perceive WCF as a unidirectional transmission of information and not as a dialogical learning cycle, as the most current approaches to feedback postulate. They also call for feedback that is precise, informative, orientating and adjusted to student needs. At the same time, they believe that feedback should offer corrections without adopting a reproving tone; it should include explanations about errors in the translation; it should point to where the work successfully fulfils learning goals; and it should incorporate suggestions for improvement that can be applied in future translation tasks. The descriptive findings presented here bear on current teaching practices in the translation classroom and point to possible areas where such practices might be improved to enhance the development by students of translation competencies. </ dcterms:abstract >
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5. < element name =" license " >
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  </ element >
</ metadata >

Biblioteca de Catalunya Carrer de l'Hospital, 56. 08001 Barcelona Adreça electrònica: catalonica@bnc.cat Tlf.: +34 932 702 300

Repositori OAI