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Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement

机译：从学生参与的角度审查学生对教师翻译反馈的回答：洞察力

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摘要

This case study investigated students’ response to feedback in the lens of student engagement with teacher feedback on their translation work. Drawing upon data from multiple sources, including students’ translation assignments, classroom observations, semi-structured interviews, stimulated recalls, and other documents, it explored how three Chinese undergraduates engaged with the feedback affectively, behaviorally, and cognitively. The findings reveal that (a) the students went through varying mood swings, and their expectations and teacher-related beliefs impacted their judgments of the feedback; (b) their failure to undertake self-editing upon receiving feedback was attributable to both student individual factors and teacher practices; and (c) extensive cognitive and behavioral operations could contribute to students’ deeper understanding of the feedback. These indicate the complex and interrelated relationship among the three dimensions of student engagement and contribute to our limited knowledge on the interplay between teacher translation feedback and student responses. Pedagogical implications are put forward for translation teachers to provide feedback and improve translation students’ engagement.
机译：本案例研究调查了学生对学生参与镜头反馈的反应与教师反馈对其翻译工作的反馈。绘制来自多个来源的数据，包括学生的翻译作业，课堂观察，半结构化访谈，刺激的召回和其他文件，它探讨了三个中国本科生如何从事有情感，行为和认知的反馈。调查结果表明，（a）学生经历了不同的情绪波动，他们的期望和与教师相关的信念影响了他们对反馈的判断; （b）在接收反馈后未能进行自我编辑的未能归因于学生个人因素和教师惯例; （c）广泛的认知和行为行为可能导致学生更深入地了解反馈。这些表明学生参与的三个维度之间的复杂和相互关联的关系，并有助于我们对教师翻译反馈和学生回应之间的相互作用的有限知识。向翻译教师提出了教学意义，以提供反馈和改善翻译学生的参与。

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