Document Type : Translation Studies
Author
Assistant Professor, Faculty of Cultural Heritage, Handicrafts and Tourism, University of Mazandaran, Babolsar, Iran
Abstract
Effective feedback has a pivotal role in translator education. However, its implementation has remained unclear as the nature of translation tasks are multidimensional. Thus, this article proposes a framework, which is grounded in the seven principles of good feedback practice identified by Nicol and Macfarlane-Dick (2006), to integrate high-quality feedback into translation classrooms. The seven principles emphasize clarifying performance standards, promoting structured self-assessment, ensuring timely and constructive feedback, encouraging dialogic interactions, supporting learner self-esteem, enabling iterative revision, and utilizing student performance to inform instructional decisions. The customized version for translation classrooms emphasizes the use of rubrics, annotated models, exemplars, reflective journals, peer review, group translation projects, and low-stakes assessment cycles to encourage autonomous and self-regulated learning. The holistic view of the process indicated the reciprocal nature of feedback: while learners benefit from targeted feedback and opportunities for revision and resubmission, instructors also gain insights into students’ needs and the areas which call for pedagogical adjustment. When feedback is systematically aligned with the course goals, learning strategies, and metacognitive development, strategic competence, critical awareness, and autonomy in translation learners can be facilitated. In effect, the proposed framework offers a structured model that can enhance both instructional effectiveness and translation learners’ performance, which contributes to the broader systematization of translation education.
Keywords
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