"Feedback must be a two-way exchange"
A qualitative study of how translation students perceive feedback
Bibliographic Data
| ID | 16919901 |
|---|---|
| Authors | Gemma Andújar Moreno (0000-0003-3966-2717, Universitat Pompeu Fabra), Maria Dolors Cañada Pujols (0000-0002-8204-1679, Universitat Pompeu Fabra) |
| Year | 2025 |
| Volume | 45 |
| Pages | 1-22 |
| Publication date | 2025-04-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cadernos de Tradução (JOURNAL) |
| Journal identifiers | ISSN: 1414-526X • E-ISSN: 2175-7968 |
| Publisher | Universidade Federal de Santa Catarina (UFSC) (PUBLISHER) |
| DOI | 10.5007/2175-7968.2025.e100544 |
| OpenAlex | W4409213566 |
| Language | EN |
| Citations received | 1 |
| References cited | 22 |
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
Biology · Mathematics education · Qualitative research · Social science · Sociology · Computer Science · Psychology · Translation Studies and Practices
Content Analysis
Developing evaluative judgement
Feedback in written instruction
Feedback and Self-Regulated Learning
Assessment and Classroom Learning
From monologue to dialogue
The focus, function and framing of feedback information
Feedback on feedback practice
‘Feed‐forward’
What makes for effective feedback
Researching feedback dialogue
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Feedback loops and the longer-term
Métodos cualitativos y mixtos en la formación de traductores
"Feedback must be a two-way exchange"
Análisis de necesidades y opinión del alumnado respecto a las competencias del grado en Traducción e Interpretación en el ámbito de la traducción económica, comercial y financiera
The development of student feedback literacy
The Power of Feedback
Reconceptualising assessment feedback
Formative assessment and self-regulated learning
Teacher Feedback in Online Education for Trainee Translators
Differing perceptions in the feedback process
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |