Perceptions, Motivation, and Self-perceived Translational Skill Development in a Blended Translation Course through Peer Assessment
Abstract
technology-facilitated PA in Translation studies. This study addresses this gap by examining students’ perceptions and motivation toward a
five-week online PA activity in a Translation course. It further explores the correlation between students’ intrinsic and extrinsic motivation
and their perceived skill enhancement. Thirty-six third-year students participated, responding to Likert-type scale questionnaires. Both quantitative and qualitative methods were used for data analysis. The findings reveal a highly positive perception and motivation among students
in the online task. Intrinsic motivational factors were valued more than extrinsic ones, with intrinsic motivation being a significant predictor
of self-perceived translation skill improvement. The study suggests potential implications for translation pedagogy and research. This pioneering effort contributes to the limited literature, proposing an alternative to face-to-face peer assessment and paving the way for future
research in blended learning courses.
Keywords
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DOI: http://dx.doi.org/10.18686/ahe.v6i34.12089
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