Volume 06 Issue 09 September 2023
1Zohre Sadat Tabassi, 2Maryam Beiki, 3ArshyaKeyvanfar
1Department of TEFL, North Tehran Branch, Islamic Azad University, Tehran, Iran
2Department of TEFL, North Tehran Branch, Islamic Azad University, Tehran, Iran. Young Researchers and Elite Club, North Tehran Branch, Islamic Azad University, Tehran, Iran.
3Department of TEFL, North Tehran Branch, Islamic Azad University, Tehran, Iran. Ph.D. Candidate of Anthropology, University of Tehran
DOI : https://doi.org/10.47191/ijsshr/v6-i9-59Google Scholar Download Pdf
ABSTRACT
The current quasi-experimental study, examined the effect of discussion-based evaluative judgment on the translation of narrative texts by Iranian university students studying translation studies. To this end, 40 Iranian EFL translation students studying at the Islamic Azad University North Tehran Branch were selected based on convenience sampling. The Oxford Placement Test (OPT) and a translation pretest were administered to ensure the homogeneity of the contributors prior to the treatment. The participants were then assigned to the Evaluative Judgment Translation Group (EJTG n=20) and the Traditional Translation Group (TTG n=20). During 16 sessions, the EJTG was taught translation through evaluative judgments as a treatment, while the TTG experienced translation via the traditional way. After the treatment stage, the participants were given a translation posttest. The overall result implied that the EJTG, taught through evaluative judgment with group discussion, significantly outperformed the TTG. The study has some implications for EFL/ESL students in translation education. For the theoretical phase, it can offer some suggestions for investigators who are attentive in developing a model for the translation course. Regarding the practical phase, all teachers could use evaluative judgment and cooperative discussion in their translation courses. In fact, evaluative judgment and collaborative strategies occupy a prominent role in the translation achievement of students in academic contexts. These strategies could be effective in enhancing EFL students’ decision-making skills.
KEYWORDS:Collaborative Translation, Discussion-Based Learning, Evaluative Judgment, Joint Problem Solving
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