Perceptions, Motivation, and Self-perceived Translation-al Skill Development in a Blended Translation Course through PeerAssessment

Jiawen Yu; Sheiladevi Sukumaran; Xinxiang Gao; Hongying Li; Yidan Hu

Perceptions, Motivation, and Self-perceived Translation-al Skill Development in a Blended Translation Course through PeerAssessment

Jiawen Yu, Sheiladevi Sukumaran, Xinxiang Gao, Hongying Li, Yidan Hu

Abstract

Peer assessment (PA) has long been a prominent educational tool in higher education. However, there is limited evidence regarding technology-facilitated PAin Translation studies. This study addresses this gap by examining studentsperceptions and motivation toward a fve-week online PAactivity in a Translation course. It further explores the correlation between studentsintrinsic and extrinsic motivation and their perceived skill enhancement. Thirty-six third-year students participated, responding to Likert-type scale questionnaires. Both quantita-tive and qualitative methods were used for data analysis. The fndings 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 signifcant 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

Peer assessment; Translation; Online activity; Intrinsic motivation; Blended learning

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Perceptions, Motivation, and Self-perceived Translation-al Skill Development in a Blended Translation Course through PeerAssessment

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