An Empirical Study of Peer Feedback in Translation Didactics: Quality, Response and Student Perceptions

Autor/inn/en	Li, Xiaosa; Ke, Ping
Titel	An Empirical Study of Peer Feedback in Translation Didactics: Quality, Response and Student Perceptions
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 8, S.1231-1244 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Xiaosa) ORCID (Ke, Ping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2044013
Schlagwörter	Translation; English (Second Language); Chinese; Second Language Learning; Feedback (Response); Decision Making; Scaffolding (Teaching Technique); Student Attitudes; Comparative Analysis; Advanced Courses; Revision (Written Composition); Reflection; Accuracy; Undergraduate Students; Majors (Students); Second Language Instruction; Foreign Countries; Teaching Methods; Peer Evaluation; Language Processing; Language Usage; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Zweitsprachenerwerb; Decision-making; Entscheidungsfindung; Schülerverhalten; Fortgeschrittenenunterricht; Korrektur; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Sprachgebrauch
Abstract	This study investigates the implementation of peer feedback in an advanced English-Chinese translation course. Teacher scaffolding was provided to 20 students who completed two translation-feedback-revision cycles. A survey was then administered to the class, followed by a semi-structured interview with six students. The study yielded rather positive results, with the overall accuracy rate of peer feedback comments and the incorporation rate surpassing 75% in both tasks; students were generally positive about the peer feedback processes; doing peer feedback triggered reflective comparisons and internal feedback mechanisms. The findings provide empirical evidence that peer feedback not only has great potential to enhance student performance, but can also help to promote subsequent action upon feedback, facilitate engagement with translation criteria, and foster the ability to make evaluative judgments. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01