Student Peer Feedback in a Translation Task: Experiences With Questionnaires and Focus Group Interviews

Student Peer Feedback in a Translation Task: Experiences With Questionnaires and Focus Group Interviews

Carmen Heine (Aarhus University, Denmark)
DOI: 10.4018/978-1-5225-5225-3.ch015
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Social science research methods can help shed light on students' peer feedback performance. They can also help enlighten researchers on students' reception and repercussion to feedback tasks. The operationalizability of these methods for future peer activities in Translation Didactics is examined in this chapter. Multiple peer feedback data from undergraduate Business Communication students is compared with questionnaire and interview data. The data derives from peer feedback loops and provides insights into the students' perception of working with peer feedback on a web-text localization and translation commentary task performed to mirror professional practice. The analysis of the wording of student feedback, of the revisions suggested and the analysis of whether or not—and how—students implement their peer's suggestions, allows qualitative evaluation and interpretation. The methods applied are compared and their feasibility for further research into peer feedback in Translation Studies is explored.
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Editing, revision and post-editing are part and parcel of professional practices in the translation industry and quality assessment has become an established element of translator training. Industry revision practices are mirrored in the translation classroom to prepare students for their future professions and to teach them quality criteria to exert quality control and assessment practices, such as self-assessment against criteria of collaborative practices. Peer feedback as a didactic practice reflects – at least to a certain extent – expert translators’ professional assessment practice. Student peer feedback is usually regarded as a productive platform for the development of evaluative skills and for learner self- regulation. Yet, reports about experiences with peer feedback in translation, analysis of how students execute peer suggestions in their texts (implementation performance), the impact peer feedback has on translation competence and reflection about these are scarce in the Translation Studies literature. Studies by Lindgren, Sullivan, Deutschmann, and Steinvall (2009), Wang and Han (2013) and Flanagan and Heine (2015), Lisaitė et al. (2016) and Vandepitte (2016) are exceptions to the rule.

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