INTRODUCTION
Statement of the problem
In the Fourth Industrial Revolution, Vietnam is actively integrating and developing across various sectors, particularly following its accession to international organizations like the World Trade Organization, APEC, and ASEAN English serves as a vital link to global civilization, as highlighted in the TED video "The English Maniac of the World," which aired in December.
On December 12, 2014, Walks emphasized the importance of native languages in everyday life, while highlighting English as a vital tool for broader opportunities Translation serves as a crucial bridge between cultures, enabling accurate information exchange across languages It facilitates the sharing of scientific advancements, international law, news, art, and literature, fostering global communication and trade However, achieving fluent and precise translations poses challenges, requiring translators to navigate various contexts with specialized knowledge and cultural understanding The attitude of translation students is pivotal, as McDonough (2002) noted that learners' perceptions significantly influence their educational outcomes Students who maintain a positive outlook and a passion for acquiring new knowledge are more likely to effectively apply theoretical concepts in practical situations, ultimately enhancing their learning achievements in translation studies.
Rationale for the study
In today's interconnected world, translation is vital for effective communication and cultural exchange, particularly in the banking sector with its diverse international clientele Acknowledging this necessity, the Faculty of Foreign Languages at the Vietnam Banking Academy has implemented mandatory translation courses for its students, comprising two modules that total six credits and span eight weeks with sixteen lessons These lessons incorporate various activities, including individual and group projects, aimed at developing students' text processing skills and ensuring accurate, fluent translation of multiple text types Student performance is evaluated through attendance and exams, emphasizing the need for a serious study approach given the extensive content covered This study aims to investigate students' attitudes toward the significance of translation subjects and the effectiveness of the teaching methods employed, while also identifying factors that may influence these attitudes The findings will shed light on the current state of translation training at the Banking Academy, addressing the research gap regarding English major students' perspectives on translation in Vietnam and suggesting improvements for teaching quality in this essential field.
3 students' attitudes of translation subjects allows educators to tailor methods and topics to improve students' learning experiences, leading to better outcomes
For several compelling reasons, the researcher must conduct a study on
"FACTORS AFFECTING THE ATTITUDE TO LEARNING TRANSLATION SUBJECTS OF ENGLISH-MAJORED STUDENTS AT BANKING ACADEMY."
Objectives of study
This study evaluates the attitudes of English majors at BAV towards translation, aiming to analyze their current perspectives and provide recommendations for enhancing the quality of translation training.
Significance of the study
The study highlights the significant impact of English majors' attitudes at the BA level on skill development and knowledge acquisition in the field Its findings offer valuable insights into the effectiveness of teaching methods and curriculum content in Translation subjects.
By recognizing the factors influencing students' attitudes towards Translation subjects, educators can customize their teaching strategies and content to improve learning experiences, ultimately boosting academic success and career opportunities This study's findings can significantly advance translation education in Vietnam by pinpointing areas needing improvement and recommending strategies to elevate the quality of teaching and learning in this discipline.
Research questions
The study's content focuses mainly on the following questions:
1 What factors affect the attitudes of English majors at BA towards the subject of translation?
2 What are the recommendations to improve the quality of translation training at BAV?
Scope and limitations of the study
In April 2023, a study was conducted involving students from the Banking Academy's Faculty of Foreign Languages, all of whom are permanent residents of Vietnam The primary objective was to explore the perceptions of English majors regarding translation subjects.
This study aimed to explore the perceptions of BA English major students regarding translation subjects through a questionnaire survey and interviews The research focused on students enrolled in English language programs at the institute, although it faced limitations such as a small sample size, which may restrict the generalizability of the findings Additionally, the reliance on self-reported data could introduce bias, while cultural and linguistic influences on students' attitudes toward translation were not fully addressed Time constraints also impacted the depth of the investigation, and the results may not apply to other English major programs due to variations in curriculum and demographics Nonetheless, the study offers valuable insights into the significance of translation subjects for English majors at BAV, potentially guiding improvements in curriculum and teaching methods, as well as informing future research.
Research Structure
This study is divided into five chapters, as follows:
Chapter I Introduction offers an overview of Rationale, Aims of the study, Research questions, Scope of the study, Methods of the study and Significance of the study
Chapter II Literature review gives an in-depth investigation of the definitions, main types, and importance of the subject of translation, as well as attitudes toward English majors Furthermore, this chapter focuses on the three most important emotional, behavioral, and cognitive influences
Chapter III Methodology describes in detail the Participants, Research instruments employed and Procedure of data collection analysis
Chapter IV Findings and discussion analyzes gathered data and presents the discussion of research findings
Chapter V Conclusion reviews Major findings, Implications and Suggestion for further study.
LITERATURE REVIEW
Translation
According to Osman (2017), translation is a mental process where the meaning of a certain linguistic discourse is converted from one language to another
Translation is the process of converting text from its original language (source language, SL) into another language (target language, TL), as defined by Ordudari (2008) A successful translator must possess a deep understanding of both languages to effectively convey the original author's intentions, ideas, and perspectives.
Translation, due to its widespread popularity, is interpreted in various ways Palupi (2021) defines translation as the processes and strategies employed to convey the source language (SL) meaning into the target language (TL) Ghazala highlights the significance of meaning in translation, asserting that understanding the original text's meaning is essential for achieving accurate equivalence in the TL Therefore, the translation process must consider grammar, style, and meaning to effectively convey the intended message.
Translation encompasses both a process and a product According to Nguyen (2020), it involves converting textual material from a source language (SL) into equivalent content in a target language (TL) This definition emphasizes that translation is a process that can involve rewriting or paraphrasing while preserving the original meaning.
7 product because it introduces learner to new cultures, ancient societies, and civilized life via translated texts (Yowell & Mutfah, 1999)
Researchers globally have developed various translation methods Walinski (2015) introduced two key strategies: direct and oblique translation The direct translation strategy focuses on literal translation, while oblique translation preserves the original text's nuances, even if it requires structural and thematic modifications.
In 2019, the importance of equivalence in translation was highlighted, focusing on both dynamic and formal equivalence as essential guidelines Building on this perspective, Venuti (2008) introduced two distinct translation methods: domestication and foreignization Domestication centers on the target language's cultural context, while foreignization emphasizes a departure from the target language's national identity, aiming for a more global perspective in translation.
(1997), for example, advocates removing the strict distinction between literature and
Translation research emphasizes the importance of understanding the "network of relations" among cultural contexts, situations, and texts, moving beyond the traditional focus on individual words and established "patterns and habits." According to Newmark (1988), translation procedures involve operations on entire manuscripts, while translation processes pertain to smaller units like sentences Selecting the appropriate approach streamlines the translation process, ensuring that the material conveys the intended meaning within the target culture.
Figure 1: Flat bottom V-shaped diagram (Newmark, 1988, p.45) a Word-for-word translation
When translating a word, linguists often overlook the context of the sentence, leading to a word-for-word translation that maintains the original word order This method fails to consider the grammatical, semantic, and cultural differences between languages, resulting in inaccuracies similar to those found in machine translation However, word-for-word translation can be beneficial for specialized texts, such as medical research reports, where precision is crucial (Sipahutar et al., 2021).
Ordudari (2007) defines literal translation as the process of creating nearly identical versions of the source text in the target language, focusing on maintaining grammatical structures This method often overlooks the meanings of individual words, distinguishing it from a strict word-for-word translation Instead, literal translation seeks metaphorical equivalents in the target language, emphasizing a faithful representation of the original text.
Faithful translation is a translation method in which translators strive to correctly translate the contextual meaning of the original while being processed by
Communicative translation emphasizes the importance of preserving the grammatical structure of the original language while adapting the text for clarity and coherence in the target language This approach ensures that the essence and meaning of the original content are maintained, even as the form is altered to fit the new linguistic context.
Zu and Dong (2015) demonstrated that communicative translation effectively conveys the original text's context in the target language, ensuring a clear and appropriate message for the reader Many experts support the communicative approach to translation, as it considers various cultural factors, particularly when dealing with idioms, proverbs, or wordplay unique to a specific culture However, while this method enhances readability and cultural relevance, it may not always provide the highest level of technical accuracy in translation.
A translator conveys the essence of the original text while often modifying the subtle meanings by using idioms or proverbs that may not be present in the target language This approach is known as semantic translation.
Semantic translation aims to faithfully convey both the syntactic and semantic elements of the source language (SL) into the target language (TL), ensuring that the original meaning and style are preserved Unlike other translation methods, semantic translation embraces a degree of interpretation, allowing translators to exercise artistic freedom in their work (Zu & Dong, 2015).
In free translation, translators are those who can create translated texts that do not follow to the original's style, form, or content h Adaptation
The aim of adaptation is to identify equivalents in the target language (TL) while maintaining the original meaning of the source language (SL) According to Rose and Lauder (1996), transcreation involves linguists facilitating the communication of a message or idea to a target audience in a manner that differs from the original text.
In short, there are several ways to translate a text, but no one way can guarantee a high-quality end result It is vital to mix multiple tactics depending on the
SL and TL, target audience, culture, and semantics to generate a translation that will resonate with global audiences everywhere
Fluency is essential for translating the target language (TL), as emphasized by Bracken and Barona (1991) To achieve this fluency, students must develop a deep understanding of the TL, which can be significantly enhanced by immersing themselves in a country where the language is spoken This immersion allows learners to grasp the nuances of how the language is heard and spoken, ultimately leading to exceptional writing skills.
Being an effective translator requires proficiency in both speaking and writing the target language (TL) According to Newmark (1988), successful translators must possess the ability to write with flair while adapting to various text styles, including promotional, formal/legal, casual, and technical.
Attitude
Since its introduction in 1918, the concept of attitude has been defined in various ways by psychologists, each contributing to a deeper understanding of this complex construct Jain (2014) describes attitude as a state of mind that influences how individuals respond to situations, encompassing their outward expressions of thoughts and feelings towards others or objects Zanna et al (2005) further define it as a set of beliefs and feelings that consistently shape behavior The Dictionary of Psychological and Psychoanalytic Terminology (1996) emphasizes that attitudes represent a stable state acquired externally, guiding behavior towards specific objects Overall, attitudes reflect an individual's approach to social situations and challenges, highlighting their multifaceted nature.
The concept of attitude, first introduced in 1918 by American psychologists, is defined as an individual's subjective orientation towards actions accepted by society According to Roberts (2010), attitude reflects a person's mental state regarding values, linking it to their value orientation Psychologist Newcomb (1988) further describes attitude as an individual's tendency to act, think, perceive, and feel towards an object or related concept.
Attitude is a fundamental aspect of consciousness that influences an individual's readiness to act according to their needs It manifests externally through behaviors, gestures, facial expressions, and verbal communication in various situations.
Understanding attitudes involves recognizing key characteristics that shape individual and group feelings and opinions about specific topics (Garrett, 2010) For example, expressions like "He has a poor attitude" or "I like her attitude" reflect personal sentiments Emotions and beliefs significantly influence behaviors and thoughts related to others and their surroundings (Cosmides & Tooby, 2000; Tooby & Cosmides, 2008), as illustrated by someone stating, "I enjoy my job," which indicates a positive attitude towards their work and colleagues Moreover, attitudes can affect actions, often subconsciously, as noted by Kruglanski (2015) While attitudes themselves are not directly observable, researchers can infer them from behavioral outcomes (Runde, 2001) For instance, a dependable worker may be perceived as taking pride in their job Ultimately, attitudes are developed over time, beginning in childhood, with family members playing a crucial role in shaping a child's perspective.
When planning instruction, educators focus on two key categories of learner outcomes: cognitive objectives and attitudes (Van et al., 2003) While the effectiveness of classroom education is rarely questioned, most educational efforts primarily emphasize achievement However, it is important to recognize that educational settings should also prioritize the development of attitude objectives and incorporate activities that foster emotional responses in students Researchers in educational technology have noted that creating opportunities for students to develop positive attitudes is one of the most significant impacts of instructional environments that utilize media (Simonson).
Promoting positive attitude positions in learners is essential due to the strong link between attitudes and learning success Numerous studies, including those by Fenneman (1973), Greenwald (1965), Simonson (1977), Levy (1973), and Simonson & Bullard (1978), support the need to advocate for specific viewpoints to enhance educational outcomes.
Research indicates a connection between attitudes and behaviors, but many educational and psychological scientists remain cautious about establishing a definitive cause-and-effect relationship The complexity of potential confounding variables makes it challenging to reliably correlate an individual's behaviors with their internal state at any given moment While positive attitudes can predispose individuals to act favorably towards certain concepts, they do not straightforwardly predict behavior.
Attitudes play a crucial role in learning and can significantly influence a student's success across various fields Understanding the importance of students' attitudes is essential, as they directly impact motivation, engagement, and overall academic performance.
A study by Harvard University highlights the critical role of attitude in job success, attributing 85% of success to attitude while intelligence and skills contribute only 15% This underscores that while experience and knowledge can be developed, attitudes are consciously chosen, making them more significant than appearance, aptitude, or skill in determining competence and achievement levels Furthermore, negative attitudes can adversely affect cognitive accessibility, leading to higher failure rates among students in their pursuit of knowledge.
A positive attitude towards a subject significantly enhances student motivation and focus, leading to improved academic performance When students find a topic interesting, they are more inclined to invest the necessary effort to achieve their goals Research by Giang and Vu (2021) highlights that such attitudes also foster essential social and emotional skills, including empathy, self-awareness, and emotional regulation These skills are crucial not only for academic success but also for overall success in life.
In conclusion, attitudes are psychological constructs that cannot be directly observed but can be inferred through their consequences While the study of attitudes has been ongoing for decades among educational and social scientists, their significance in the learning process and outcomes is only recently gaining recognition.
Aspects of the attitude toward learning translation
Language attitudes encompass a range of perspectives, including minority languages, community dynamics, language education, and parental involvement, as noted by Baker (1992) Hilgard (1980) categorized these attitudes into three main types: behavioral, cognitive, and emotional The behavioral aspect relates to students' actions and feelings in specific situations, while the cognitive aspect focuses on the intellectual acquisition and understanding of language by learners Lastly, the emotional aspect reflects human reactions to objects or viewpoints, as highlighted by Tinkel and Meara.
Research by Abidin et al (2012) and findings from 2021 highlight a strong relationship between linguistic attitudes and emotions Confidence in a specific language can lead to positive or negative feelings, ultimately impacting individuals' behaviors.
Figure 2:The mind's trinity of Attitudes History of the Behavioral Sciences (Hilgard
Masic and Becirovic (2021) emphasize that a learner's success in language acquisition is influenced by various factors, including the significant roles of teachers and the community, encompassing both school and home environments Trainers and instructors are crucial in shaping students' emotions and attitudes towards learning A positive learning attitude fosters knowledge acquisition and skill enhancement, while a negative or indifferent attitude leads to poor outcomes Additionally, Nguyen et al (2013) highlight that parental involvement is a key determinant of academic success, as children often imitate and learn from their parents' actions Therefore, the attitudes and behaviors of parents can greatly impact their children's learning experiences.
Parents who highly value education and language learning often instill similar values in their children, leading to greater interest in language classes A study by Ghazali (2016) revealed that children of parents with positive attitudes towards foreign languages tend to be more fluent Conversely, when parents undervalue language learning, their children are less likely to appreciate it Additionally, high family expectations can create challenges for children who struggle to meet them (Lalicic & Dubravac, 2021; Csizer et al.).
2010) Parents' expectations often become a double-edged sword, putting more pressure on children, especially in learning foreign languages
Parents should avoid pressuring children who struggle with studying, as forcing them to achieve beyond their capabilities can be detrimental Research by Tran et al (2020) highlights that teachers' attitudes and behaviors significantly influence students' learning attitudes A positive learning environment, fostered by teachers who understand children's psychology, can enhance students' comfort and motivation in language learning Additionally, effective classroom management by teachers plays a crucial role in contributing to student success.
Classroom attitudes significantly reflect students' emotional responses and can be evaluated based on the classroom environment, teaching quality, and resource availability (2006, p.248) When students lack respect for their teachers, their ability to listen and follow instructions diminishes (Deli et al., 2016; Melhim, 2009) Research on "Attitude acquisition towards foreign language learning" highlights the strong link between attitudes, motivations, and language learning (Kamaruddin et al., 2017) Gardner (1985) emphasizes that a positive attitude is crucial for a child's success in acquiring a foreign or second language, as a favorable mindset enhances positive experiences, while a negative attitude can lead to adverse perceptions.
According to Kara (2009), the behavioral aspect of attitude is crucial, as actions and reactions in specific situations can be indicative of underlying beliefs Research by Glasman and Albarracin (2006) suggests that attitudes can effectively predict behaviors, with positive attitudes fostering positive behaviors For instance, students who enjoy learning languages are more likely to engage passionately in their studies, enhancing their skills through activities like reading and participating in research projects Conversely, negative attitudes can lead to detrimental behaviors; for example, individuals may engage in illegal activities like drug trafficking due to apathy towards the law However, behavior does not always align with attitudes, as seen when students, despite knowing the dangers of smoking, may still partake due to peer influence Ultimately, human behavior is influenced by socially positioned attitudes and individual circumstances (Tesser and Shaffer, 1990).
The cognitive aspect is a crucial element of attitude, serving as the foundation of knowledge (Eshghinejad, 2016) It encompasses beliefs, understandings, and personal judgments about various subjects, events, or individuals Each person's perception varies, influencing their views on ethical standards, such as the belief that theft is unethical and contrary to societal norms When learners recognize this perspective, they demonstrate awareness of the issue at hand.
According to Ta (2021), the cognitive component of attitudes encompasses the beliefs and opinions individuals hold For instance, while many view English as essential in life, those lacking proper education may perceive this belief negatively, seeing no personal benefit In contrast, educated individuals are more likely to agree with the importance of English Consequently, attitudes can vary significantly based on the completeness of one's awareness, leading to either positive or negative perceptions Some individuals adopt a multi-dimensional perspective, recognizing that while English is a valuable and widely-used language that aids in professional settings, it is also important to acknowledge the value of other languages.
The significance of cultural identity for Chinese individuals often outweighs that of the English language, encompassing both positive and negative perspectives This nuanced attitude reflects a balanced viewpoint, where cognitive understanding shapes diverse opinions and beliefs among individuals (Smith & DeCoster, 2000).
Emotions are universal, influencing everyone regardless of their status or intelligence, and play a crucial role in shaping personal identity and guiding actions Research by Dinh and Nguyen (2014) highlights that emotions affect how individuals perceive and judge others, while Feng and Chen (2009) emphasize that emotional factors significantly impact the learning process for both teachers and students Emotions are essential for success in language learning, as they shape how learners interpret life situations and respond to them They convey impressions and feelings about people and objects, with attitudes being either explicit or latent, the latter having a stronger effect on mood Furthermore, linguistic emotional research is gaining attention due to the increasing link between language use and individual characteristics (Saidat, 2010).
Related Studies
Nguyen's research (2022) reveals that a significant number of students find translation engaging and maintain a positive attitude toward the subject This enthusiasm indicates their motivation to pursue translation within their Business studies, as noted by Vu.
In 2020, the importance of aligning learning attitudes with working attitudes was emphasized The researcher explored various forms of learning, including classroom instruction and self-study, to highlight how these approaches influence overall learning effectiveness.
Measuring learning attitudes involves key factors such as perceived effort, readiness for learning tasks, high expectations for success, feedback on experiences, and the desire to apply knowledge According to Franc (2013), a positive learning attitude includes concentration during lectures, diligence in completing assignments, striving for excellence, positive teacher responses, good study habits, independence, enthusiasm in class, and document handling skills This attitude significantly influences student learning outcomes Studies on learning styles from foreign authors have provided a solid foundation for Vietnamese researchers Notably, Hoang and Le (1996) identified similar indicators, including attention, enthusiasm for participation, task completion, practical application of knowledge, and the enhancement of teacher-student and peer relationships, all contributing to improved learning quality and outcomes.
In 2012, a study evaluated the behavioral, cognitive, and emotional attitudes of EFL students in Libyan high schools, revealing a lack of seriousness and negative attitudes among students This research provided the school with insights into the factors affecting student learning attitudes, laying a foundation for developing new strategies to enhance the learning environment The exploratory study also offered suggestions for future research in practical theory Conversely, studies by Al-Tamimi and Shuib (2009), Eshghinejad (2016), and Momani (2009) highlighted positive attitudes towards acquiring English language skills.
The exploration of learning attitudes encompasses a broad range of topics However, the findings related to specific learning attitudes reveal valuable insights into the overall state of learning attitudes and their impact on particular subjects within a targeted group.
METHODOLOGY
Locale of the study
The research was conducted in the Faculty of Foreign Languages of the BAV The university's head office is located at 12 Chua Boc Street, Quang Trung, Dong
The Faculty of Foreign Languages in Da, Hanoi was established on November 13, 2008, with the aim of developing high-quality human resources to meet international market demands Students majoring in English receive comprehensive training, encompassing both foundational and specialized knowledge in English and Banking.
Participants
This study focused on third and final year students at the Faculty of Foreign Languages at BAV who have completed translation courses To determine the appropriate sample size, various methods were utilized, including the Krejcie and Morgan (1970) formula and Hair et al (1988) formula A larger sample size enhances the representativeness of the population; however, Hair et al (2006) recommend a minimum sample size of over 50, with a better size being over 100, while maintaining a ratio of at least 5 respondents per measure variable Given the research model includes three factors measured by 18 observed variables, the ideal sample size was calculated to be 90 survey respondents To ensure the validity of the data, the author also addressed potential invalid cases in the questionnaire.
119 students to ensure the questionnaire's reliability
The study utilized in-depth interviews to gather detailed insights from students regarding their attitudes toward the translation learning process Following Morse's (2000) guideline, which suggests that 6 to 10 participants provide a substantial data set for research, the study selected seven interviewees for analysis.
Data collection methods
A mixed-method approach was employed to explore the attitudes of Faculty of Foreign Languages students toward translation learning at the Banking Academy This research integrates both quantitative and qualitative methodologies, as defined by Tashakkori & Teddlie (1998) Quantitative data will be collected through questionnaires, while qualitative insights will be gathered via interviews.
3.3.1 Survey questionnaire a Reasons for using Questionnaire
This study utilized a questionnaire designed for rigorous quantitative analysis, allowing both the research team and other participants to complete it This method enables the researcher to efficiently gather large volumes of data from a diverse population in a cost-effective manner Additionally, the results from the questionnaires can be quickly quantified and analyzed scientifically, offering a more objective approach compared to other research methods.
The questionnaire consists of 2 independent sections including demographic profile questions, attitude questions
In Section I, the study examines the demographics of respondents, focusing on students' gender, English translation proficiency, and their motivation to assist peers in learning translation This analysis provides insights into the current state of students enrolled in the Translation program at the Banking Academy.
In Section II, the article explores students' attitudes toward Translation subjects, focusing on their cognitive perspectives on learning translation through a series of questions Participants rated their responses on a scale from 1 to 5, addressing various aspects of their learning experiences Additionally, items 6 to 10 delve into further insights regarding the students' perceptions and engagement with translation studies.
A study exploring students' emotions regarding translation revealed their preferences and aversions related to the subject Participants rated their feelings on a 5-point Likert scale, ranging from "strongly agree" to "strongly disagree," to assess their attitudes toward various aspects of translation Questions 11–18 specifically examined student behavior and engagement in translation courses, providing valuable insights into their overall experiences and sentiments.
The questionnaire was developed using Google Forms, and primary data was collected over several days through an online survey targeting students who consented to participate Invitations to respond were sent via email and social media platforms like Zalo, Facebook, and Instagram, ensuring that participant responses remained confidential and were solely used for research purposes The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS Version 23.0 for Windows), where descriptive statistics were applied to assess the frequency, mean, and standard deviation of both demographic profiles and attitudinal data All responses were treated with strict confidentiality and utilized exclusively for this research study.
3.3.2 Interview a Reasons for using interview
This study explored the attitudes and opinions of students regarding their translation learning process through qualitative interviews By employing this method, the research aimed to gather in-depth insights into changes in students' habits, emotions, behaviors, and feelings Qualitative interviews allowed the researchers to delve into the inner experiences of participants, providing a comprehensive understanding of the topic (Marwat, 2010).
Students participated in a study to express their attitudes and opinions on the translation learning process, focusing on motivation, learning strategies at school and home, teaching evaluations, and recommendations for instructional methods The research utilized open-ended questions to gain deeper insights into students' positive perceptions of learning English translation and the effectiveness of their suggestions for enhancing course quality This feedback provided a foundation for the researcher to offer recommendations for teaching English translation to non-specialized students, such as those in Banking programs.
Q1: What knowledge did you gain after finishing the translation course?
Q2: What do you think about groupwork in learning translation? (Is it effective? Why/why not?)
Q3: What specific activities do you enjoy in translation lessons why?
Q4: How do you feel about the Translation lessons in the class?
Q5: What do you think about the English Translation teaching methods at your school? What teaching methods do you prefer?
Q6: In your opinion, which factors are the most important to effect to students’ interest in learning Translation?
Data collection procedure
Following the development of a survey with carefully crafted questions, it was tested on five interested participants who provided honest and serious responses Under the guidance of the instructor, the researcher received valuable feedback from these participants, leading to the refinement of the survey by updating and removing unnecessary questions This process ensured that the remaining questions were concise and directly relevant to the research focus.
After completing the repairs, a questionnaire was distributed to 119 English majors at the BA level starting April 17th, yielding a substantial number of responses within three days Prior to entering the data into SPSS for analysis, the researcher conducted a thorough verification process to eliminate any erroneous entries, ensuring the reliability of the results before proceeding to data encryption.
Data analysis consists of two major steps:
Step 1: The researcher developed a questionnaire for the participants to measure three key major variables affecting academic attitudes There are a total of
This section includes 21 items designed for a comprehensive evaluation of the system, comprising 3 items related to participant demographic information, 5 items assessing cognitive measures, 5 items focused on emotional evaluation, and 8 items dedicated to measuring feelings.
Step 2: Establish the data analysis procedures:
1, Figures are exported to an Excel spreadsheet
2, The data is uploaded into the SPSS app
A Figure out the Cronbach's alpha ratio
B Mean, conversion rate of questions for which items were discovered in order to comprehend the significance of these elements in Translation learning
C Examine the descriptive statistics for the products in question
Prior to the interview, participants received a voluntary invitation from the researcher, allowing them to agree or refuse to participate The interviews were conducted via Zoom on April 20, 2023, with seven students answering open-ended questions in individual sessions lasting five minutes each Participants could withdraw at any time if they felt uncomfortable, and responses were audio recorded and kept confidential for research purposes Interviewees could respond in English or Vietnamese, facilitating easier communication Their responses were coded as A, B, C, D, and E, and categorized into four main themes: benefits, knowledge gained, classroom performance, and expectations However, two interviewees (F and G) provided off-topic and vague answers, leading to their exclusion from the analysis The researcher will analyze the remaining data to clarify research questions and identify key themes through careful segmentation of responses.
FINDINGS AND DISCUSSION
Results from Survey questionnaire
How do you rate your translation skills?
What motivates you to study translation?
A total of 119 valid responses were collected from survey participants, comprising 30 males (25.2%) and 87 females (73.1%), with 2 respondents remaining unidentified When assessing their English translation abilities, 55% rated themselves as good, while 38% considered their skills as average and good Only 10.1% of respondents rated their translation skills as exceptional, and a mere 2.5% deemed their abilities as terrible The findings indicate that the translation learning quality among BA students is not particularly high, with 74% of outcomes falling into the 'Good' or 'Below Good' categories Additionally, the questionnaire explored the motivations for learning the Translation subject, revealing insights into students' engagement with the topic.
119 students (46.2%) stated that they are studying Translation for future employment
It is vital to note that around one-third (38/119, 31.9%) of student study Translation to earn high grades, 17 students study it to pass (14.3%), and just 9 students (9.6%) study for other reasons
4.1.2 Data Analysis a Check the quality of the scale
The evaluation of scale reliability and observed variables is conducted using Cronbach's Alpha and exploratory factor analysis (EFA) EFA, an essential statistical method, necessitates the removal of variables with low coefficients to validate the scale as an effective measurement tool A significant criterion for this validation is that the overall correlation must not differ by more than 0.3 from the corrected correlation, and the Cronbach's Alpha coefficient should be below 0.6 Additionally, in EFA, any variable with a factor loading coefficient below 0.5 is excluded, indicating a weak relationship with the underlying latent constructs The final verification involves establishing the model through multivariate regression, with a statistical significance threshold set at 5%.
Table 2 Quality of the scale
Through the results of the quality inspection of the scale, it’s easy to see that the variables all have the correlation coefficient of the total variable (Corrected item
The scale system developed consists of three scales that demonstrate high quality, indicated by a total correlation exceeding 0.3 and a Cronbach's Alpha coefficient greater than 0.6 This system incorporates 18 characteristic variables, validated through Exploratory Factor Analysis (EFA).
Table 3 KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy
Bartlett's Test of Sphericity Approx Chi-Square 1228.93 df 120.00
The Kaiser-Meyer-Olkin (KMO) coefficient, also known as the KMO index, is a crucial metric for assessing the suitability of factor analysis For factor analysis to be deemed acceptable, the KMO value must be at least 0.5 (0.5 ≤ KMO ≤ 1) A KMO score below 0.5 indicates that factor analysis may not be appropriate for the dataset in question, highlighting the importance of this index in research methodology.
To assess the interconnection of observed variables within a factor, the Bartlett test of sphericity is conducted This test is crucial for factor analysis, as it requires that the observed variables, which reflect various aspects of the same component, exhibit correlation A lack of statistical significance in this test suggests that component analysis should not be applied to the variables in question When Bartlett's test indicates a statistically significant correlation among the observed variables (with a significance level of less than 0.05), it confirms their suitability for further factor analysis.
Based on the results of table 3, it is clear that 0.5 < KMO = 0.89 < 1, indicating that exploratory factor analysis is appropriate for real data Since the Sig significance
33 level for the Bartlett test is = 0.000 < 0.05, it may be deduced that the observed variables do, in fact, have a linear correlation with the representative factor
Extraction Sums of Squared Loadings
Rotation Sums of Squared Loadings
A Total Variance Explained of 50% or more indicates that the Exploratory Factor Analysis (EFA) model is appropriate This percentage reflects the proportion of variance accounted for by the extracted factors, highlighting how much of the original observed variables' information is retained versus lost.
The cumulative value from Table 4 indicates that the extracted variance is 67.815%, signifying that 67.815% of the variation in the factors is accounted for by the observed variables This analysis demonstrates that the exploratory factor analysis (EFA) aligns well with the overall data.
I practice translation assignments as much as possible 0.84
I spend a lot of time studying translation 0.83
I have a specific plan for studying translation 0.81
I usually give my opinion during translation class 0.74
I often practice translating with someone who can translate well 0.71
I am able to make myself pay attention while translating 0.68
I always pay attention to the teacher's lecture when learning translation 0.57
I believe my reading and writing skills have improved after learning translation 0.78
I think translation skills play an important role in learning English 0.78
I gain more knowledge and understanding when I learn translation 0.73
I could apply what I've learned when translating a text 0.71
I enjoy translating topics in Translation that are relevant to real-life situations 0.70
I am motivated to learn because of the teacher's teaching style 0.77
I feel inspired by the classroom space and equipment 0.71
I like the activities in translation class 0.70
I have good feelings (emotions) when studying translation 0.67
Through testing the quality of the scale, testing the EFA model and the results of the rotation matrix (Table 5), the researcher see 03 scales with 16 characteristic variables
The mean and standard deviation are then calculated from the responses to all of the previously mentioned questions The range's average values are as follows:
= Agree, 4.21 –5.00 = Strong agree Then, descriptive analysis was performed to provide insight into aspects of the study participants
Table 6 Mean score of Cognitive Aspect
I think translation skills play an important role in learning
I believe my reading and writing skills have improved after learning translation
I gain more knowledge and understanding when I learn translation
I could apply what I've learned when translating a text 3.72 0.80 Agree
Translation that are relevant to real-life situations
Figure 3: A summary of students' cognitive responses (percentages)
Students at the Faculty of Foreign Languages rate their cognitive understanding of translation subjects as average, with a score of 3.87, indicating awareness of their benefits The majority believe that translation skills are crucial for learning English, although the practical application of these skills during translation receives the lowest average score Notably, a higher average score of 3.44 reflects that students recognize the importance of learning translation alongside English, with an overall mean of 4.05 and a standard deviation of 0.76.
A significant majority of respondents, 71 out of 119, believe that translation skills are essential for learning English, with only 6 expressing disagreement The following sections are designed to enhance learners' understanding of translation, highlighting improvements in reading and writing skills, the application of translation knowledge, and the relevance of translating real-life topics These aspects received impressive average scores of 3.97 (SD = 0.81), 3.83 (SD = 0.78), and 3.78 (SD = 0.87), underscoring their importance in the language learning process.
Item 1 Item 2 Item 3 Item 4 Item 5
Strongly Disagree Disagree Neutral Agree Strongly Agree
Applying learned skills in translation is crucial, with a mean score of 3.72 and a standard deviation of 0.80 Most students acknowledge that translating enhances their reading and writing abilities Compared to earlier findings, fewer students express disagreement, and the number of neutral responses is notably lower Importantly, no students reported being "totally disagree," indicating a strong consensus on the benefits of translation Additionally, 94% of students enjoy translating real-life topics, reflecting a positive engagement with the subject matter.
Table 7 Mean score of Emotional Aspect
I am confident when dealing with a text 3.30 0.83 Neutral
I like the activities in translation class 3.60 0.76 Agree
I have good feelings (emotions) when studying translation 3.53 0.88 Agree
I am motivated to learn because of the teacher's teaching style 3.60 0.89 Agree
I feel inspired by the classroom space and equipment 3.34 0.99 Neutral
Figure 4: A summary of students' emotional responses (percentages)
The table illustrates the perceived presence in the classroom, with mean scores between 3.30 and 3.60 Notably, the overall average score for the Emotion factor is 3.47, indicating that students' emotions significantly influence their classroom experience.
Participation in classroom activities and the teaching methods employed by instructors are the most influential factors affecting students' learning attitudes, with a mean score of M = 3.60 (SD = 0.76) Over half of the respondents reported enjoying classroom activities and feeling motivated by their teachers' styles Additionally, students rated their emotional responses to studying translation as quite important, with an average score of 3.53 (SD = 0.88); 115 out of 119 students expressed positive feelings towards learning translation Lastly, the classroom environment and equipment were deemed of medium importance, with average scores of M = 3.34 (SD = 0.99) and M = 3.30, reflecting students' confidence when engaging with texts.
Item 1 Item 2 Item 3 Item 4 Item 5
Strongly Disagree Disagree Neutral Agree Strongly Agree
SD = 0.83) From Table 7, research has shown that 20% of students disagree with these two statements
Table 8 Mean score of Behavioral Aspect
Rank Question items Mean Std
I am able to make myself pay attention while translating 3.46 0.77 Agree
I often practice translating with someone who can translate well
I usually give my opinion during translation class 3.15 1.04 Neutral
I spend a lot of time studying translation 3.26 0.98 Neutral
I practice translation assignments as much as possible
I always pay attention to the teacher's lecture when learning translation
I have a specific plan for studying translation 3.36 0.94 Neutral
When I miss school, I often ask my friends or the teacher for homework about what was taught that day
Figure 5: A summary of students' behavioral responses (percentages)
The Behavior factor, despite having the lowest average score of 3.48 among the three main aspects, is considered of medium importance Notably, the aspect of class members expressing their opinions received the lowest score of 3.15, indicating minimal impact on learning attitudes In contrast, students place greater value on dedicating time to translation exercises, with only about a quarter disagreeing with this perspective Additionally, the following three items reflected similar average scores, highlighting that students often seek information from friends or teachers about missed lessons when absent from school.
The study reveals that students exhibit a strong commitment to their Translation studies, with an average score of 3.35 (SD = 1.09) for having a specific study plan Additionally, regular collaboration with capable peers in Translation received a commendable average score of 3.38 (SD = 1.04) Notably, the highest mean score of 3.66, accompanied by a standard deviation of 0.84, indicates that students consistently engage attentively during lectures.
Strongly Disagree Disagree Neutral Agree Strongly Agree
Table 9 Mean score of Attitude
The average attitude of 119 survey respondents towards learning Translation is 3.57, indicating strong enthusiasm among students The cognitive aspect significantly influences their learning attitudes, as a negative perception can hinder their ability to apply what they've learned Both emotional and behavioral components of attitude are positively valued, with emotions playing a more substantial role Classroom activities and teaching styles greatly affect students' emotional engagement, either sparking interest or causing boredom Additionally, collaborative learning through group work can enhance attitudes and boost learning efficiency, especially when partnered with responsible and dedicated peers.
Findings from interviews
To explore students’ attitudes towards in learning process, the researcher interviewed seven students who had completed the study of Translation on April 20 th ,
2023 Six questions were prepared (see Appendix B) to identify their opinions about attitude towards English, strategies in learning, evaluation teacher’s lessons
The first question was designed to find out students’ perception towards English (Q1: What knowledge did you gain after finishing the translation course?)
The key benefits highlighted by interviewers include an expanded vocabulary, the utilization of more sophisticated sentence structures, enhanced translation techniques, and a deeper understanding of the nuances involved in natural translation.
The topic of translation has offered me significant benefits, such as the chance to enhance my reading skills, gain valuable experience in diverse sentence construction, learn new sentence structures, and expand my vocabulary.
All interviewees reported improved naturalness and fluency in their translation skills after completing the course They noted an enhanced ability to choose appropriate vocabulary for translating between English and Vietnamese, focusing on contextual meaning rather than word-for-word translation For example, translating journalistic articles requires clear and accessible language, avoiding uncommon phrases, while medical translations demand the use of specialized terminology.
Translating from English to Vietnamese deepened my understanding of the Vietnamese language's origins and its intriguing implied meanings This course highlighted the significance of literary knowledge and the necessity of grasping the implicit meanings within texts to create translations that are both accurate and aesthetically pleasing to readers.
Some interviewees believe that effective translation must meet contextual and cultural standards by accurately conveying the intended meaning of statements This is essential because different cultures possess distinct idioms, phrases, and methods of expression A skilled translator must be aware of these cultural nuances to ensure an accurate and meaningful translation.
To effectively convey the intended meaning in translation, understanding the context is essential Factors such as the target audience, purpose, and medium significantly influence the translation's style and approach A skilled translator must adapt to these contextual elements for accurate translation Ultimately, translation should not be viewed as a mere word-for-word conversion; rather, it is a thoughtful adaptation that considers the nuances of the target language, its cultural context, and historical background.
Realizing that the interest of survey respondents about cooperation with good translators were quite high, the second question clarified this statement more clearly
In response to the question about the effectiveness of group work in translation learning, most students agreed that it is beneficial They believe that collaborative efforts yield positive outcomes, fostering an environment where peers support and assist each other, ultimately enhancing the quality and fluidity of the translation process.
The effectiveness of collaboration lies in the diversity of mindsets and perspectives, as each individual interprets information uniquely By merging these varied insights, we can enhance our understanding, learn from one another, and refine our approaches.
Two third-year students hold differing views on the effectiveness of group work, recognizing both its advantages and disadvantages They argue that collaboration can be beneficial due to the diverse opinions generated through discussion However, group efficiency can diminish if some members are uncooperative and depend on others to contribute.
Many individuals exhibit irresponsibility in their tasks, often resorting to excuses like being too busy at home or lacking time This behavior not only hinders accountability but also fosters negative attitudes when reminded of their duties, ultimately disrupting effective teamwork.
A significant portion of students expressed their enjoyment of translation lessons, particularly highlighting blogging as a favored activity In response to the question, “What specific activities do you enjoy in translation lessons? Why?”, many students noted that blogging encourages them to actively research topics they might otherwise overlook, ultimately broadening their knowledge and enhancing their interactions with classmates.
I like the Proofreading activity, because I quite like correcting mistakes in other people's translations, helping me discover my own shortcomings and create a more perfect translation
B and D had the same opinion They expressed that:
Translating short paragraphs or songs can be a more enjoyable and less stressful experience, as it aligns with their interests in music and storytelling, making it easier to engage with the content.
The interview revealed mixed attitudes towards translation subjects among students, with four out of ten expressing that English lessons were often boring and lacked engagement Six students noted a scarcity of creative activities in the classroom and suggested that teachers should incorporate more interactive methods to enhance learner participation They highlighted that lessons predominantly relied on verbal instructions and board work, with limited teacher-student interaction occurring mainly during question-and-answer sessions When asked about their preferred teaching methods for English translation, student D emphasized the need for more dynamic and engaging approaches.
The instructional approach is primarily textbook-based, leading students to perceive the assigned homework as monotonous and uninspiring I value classes that incorporate active learning strategies, which motivate students to independently explore and solve translation-related challenges By implementing hands-on activities, teachers can effectively enhance students' application of their knowledge.
While the lecturers employ effective teaching methods, there is a need to reduce the intensity of pressure exercises and foster a more comfortable learning environment Additionally, it is essential for instructors to enhance their focus on cultural differences and the nuances of language to improve translation accuracy Furthermore, shifting the emphasis from theoretical group presentations to more practical activities would greatly benefit students' learning experiences.
I hope that the faculty will organize more translation courses for the following courses to learn more about translation tools and have more opportunities to practice translation
Discussion
Research question 1: What factors affect the attitudes of English majors at BA towards the subject of translation?
The research identifies three key factors influencing the learning attitudes of English translation students: cognitive, emotional, and behavioral Cognitive factors are paramount, as students recognize the significance and benefits of translation, including enhanced vocabulary, grammar, and cultural understanding, aligning with findings from Ly (2022) and Nguyen and Ngo (2021) Emotionally, students find translation engaging and are influenced by effective teaching methods, corroborating Fazio et al (1983) and Bahri (2011), which suggest that positive teacher interactions foster serious engagement Conversely, behavioral factors have less impact, with students showing limited interest in class discussions but enjoying collaborative translation activities This preference for group work, supported by Kiraly et al (2003) and Barros (2011), enhances interaction, confidence, and skill development among peers, leading to a more enriching learning experience.
Research question 2: What are the recommendations to improve the quality of translation training at BAV?
The study highlights key recommendations for enhancing training quality in schools from the students' perspective It emphasizes the importance of helping students recognize the significance of translation and the various benefits it offers.
Research indicates that students' perception of the benefits of learning English is closely linked to their attitudes towards the subject, with deeper knowledge fostering greater enthusiasm for studying To enhance student interest in translation, educators should organize seminars, workshops, and debates with translation professionals, which not only highlight the significance of translation but also prepare students more effectively for their classes Studies by Nguyen (2013, 2016) support these findings Additionally, teaching methods play a crucial role in shaping students' attitudes; teachers must be enthusiastic and employ diverse strategies to meet student preferences Feedback reveals that areas such as course content and information delivery methods, including the use of blogs for assignments, require improvement These insights align with Ly's (2022) research on blog integration in teaching, although the implementation strategies differ slightly from those of Clavijo and Marin.
In 2013, research indicated that the effectiveness of various teaching methods is comparable, with many students expressing enthusiasm for translating concepts from both entertainment and practical contexts It is essential for teachers to remain flexible in their instructional approaches to accommodate diverse learning needs.
Teachers can enhance classroom engagement by incorporating group discussions, mini-games, and friendly contests among students These activities not only foster collaboration but also allow students to learn from one another Additionally, instructors should promote a supportive environment where students feel comfortable sharing their thoughts, regardless of the correctness of their answers, which helps build confidence and openness in the learning process.
CONCLUSION
Summary of the study
The study explored the influence of cognitive, emotional, and behavioral factors on trainees' learning attitudes at the Banking Academy's Faculty of Foreign Languages Students rated these aspects as moderately important, with the cognitive aspect deemed the most crucial for Translation studies due to its recognized benefits The analysis highlighted that motivation significantly affects learning, with highly motivated learners showing greater willingness to engage However, many learners approached Translation without passion or excitement, negatively impacting their educational outcomes Active participation in language sessions and classroom discussions had minimal effect on their attitudes Furthermore, while teachers were friendly, their instructional methods lacked engagement, necessitating the development of more innovative approaches to capture students' interest and enhance their learning experience.
Implications for translation teaching pedagogy
While the findings of this research may not be universally applicable to all teachers, students, and schools in Vietnam, there are significant pedagogical implications for English translation educators that merit discussion.
To create engaging classes, educators must understand their students' interests and update their teaching techniques Effectively incorporating technology into English lessons can enhance student excitement and retention of knowledge Providing opportunities for students to showcase their abilities is essential, as student-centered learning fosters active participation, confidence, and competitiveness This approach encourages creative activities and the development of communication and teamwork skills, allowing learners to benefit from each other, maintain positive attitudes, and use English meaningfully.
Educators must foster a creative learning environment that encourages students to engage in out-of-class learning opportunities By providing relevant materials and knowledge, teachers enable learners to study and research more effectively Supporting documents, such as foreign language translations and pre-written materials, enhance the learning experience Additionally, teachers can design activities that align with students' learning goals, focusing on vocabulary memorization and grammar rules through engaging methods like organized blog exercises, exploration of English culture, and practical translation opportunities.
The faculty should enhance translation education by organizing more courses that focus on modern translation tools and provide ample practice opportunities To improve course quality, it is essential to incorporate the latest knowledge and effective teaching methods Additionally, investing in a well-equipped computer lab and advanced translation software will significantly benefit students, allowing them to learn and practice their translation skills more efficiently.
Schools should implement translation-related extracurricular activities, including translation competitions and forums for student-teacher experience exchange These initiatives can inspire students and enhance their motivation and passion for developing their translation skills through expert presentations and interactive events.
Limitations of study
The study faced several limitations, including a small sample size of only 119 students from the Faculty of Foreign Languages, which restricted the generalizability of the results Additionally, the reliance on self-reported data raised concerns about accuracy, as participants may have provided erroneous information Cultural and linguistic diversity among students further influenced the findings, yet these factors were not fully accounted for in the research Time constraints limited the researcher’s ability to engage in in-depth discussions with respondents, potentially affecting the depth of analysis Ultimately, the study's focus on a specific educational foundation at the Banking Academy at Chua Boc restricts its applicability to other institutions in Vietnam due to variations in curriculum and demographics.
English major programs or institutions Therefore, it restricts access to official resources available in the library and on the internet.
Suggestions for further studies
This research suggests that future studies should involve a larger sample of learners to enhance the objectivity and reliability of the results By expanding the participant pool, researchers can obtain a more comprehensive understanding of the findings.
This research examines various factors influencing students, though it does not address additional aspects such as challenges, lecturers' perspectives, and language aptitude These omitted elements could provide valuable insights for readers seeking practical applications in their studies and careers related to Translation subjects.
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Please read the statements below carefully and select the appropriate choices.
3.Prefer not to say ( Không muốn nói cụ thể)
B) How do you rate your translation skills? (Bạn đánh giá kỹ năng dịch của bạn như thế nào?)
C, What motivates you to study translation? (Động lực để bạn học môn dịch là gì?)
1 To pass the course (Chỉ để qua môn)
2 To get a high mark (Để được điểm cao)\
3 To future job ( Cho công việc tương lai)
Rate each statement according to your level of agreement on a 5-point Likert scale that approximates 5 = strongly agree; 4 = agree; 3 = neutral; 2; disagree; 1= totally disagree
I think translation skills play an important role in learning English (Kỹ năng biên dịch đóng vai trò quan trọng trong việc học tiếng anh)
I believe my reading and writing skills have improved after learning translation (Tôi cảm thấy kỹ năng đọc và viết của mình được nâng cao sau khi học dịch.)
I gain more knowledge and understanding when I learn translation (Tôi gặt hái được nhiều kiến thức và có hiểu biết sâu hơn khi học dịch.)
I could apply what I've learned when translating a text (Tôi có thể áp dụng những kiến thức đã học khi dịch một văn bản)
I take pleasure in translating subjects within the field of Translation that are connected to real-life scenarios.
I am confident when dealing with a text (Tôi cảm thấy tự tin khi được giao dịch một văn bản)
I like the activities in translation class (Tôi thích những hoạt động trong giờ học môn dịch)
I have good feelings (emotions) when studying translation (Tôi thấy hứng thú khi học môn dịch)
I am motivated to learn because of the teacher's teaching style (Tôi cảm thấy có động lực học nhờ vào phương pháp giảng dạy của giáo viên)
I feel inspired by the classroom space and equipment (Tôi cảm thấy được truyền cảm hứng nhờ không gian và trang thiết bị phòng học)
I am able to make myself pay attention while translating (Tôi có khả năng tập trung khi đang dịch thuật)
I often practice translating with someone who can translate well (Tôi thường thực hành dịch cùng với người dịch thuật giỏi)
I usually give my opinion during translation class
(Tôi thường xuyên đưa ra ý kiến trong giờ học dịch)
I spend a lot of time studying translation (Tôi dành rất nhiều thời gian để học môn dịch)
I practice translation assignments as much as possible (Tôi luyện làm các bài tập dịch thuật nhiều nhất có thể.)
I always pay attention to the teacher's lecture when learning translation (Tôi luôn luôn chú ý vào các bài giảng của giáo viên dạy môn dịch)
I have a specific plan for studying translation
(Tôi có kế hoạch học môn dịch rõ ràng và cụ thể)
When I miss school, I often ask my friends or the teacher for homework about what was taught that day (Khi tôi nghỉ học, tôi thường hỏi bạn bè của tôi hoặc giáo viên về những gì đã được dạy của buổi hôm đó)
1 What knowledge did you gain after finishing the translation course?
2 What do you think about teamwork in learning translation? (Is it effective?
3 What specific activities do you enjoy in translation lessons, why?
4 How do you feel about the English Translation lessons in the class?
5 What do you think about the English Translation teaching methods at your school? What teaching methods do you prefer?
6 In your opinion, which factors are the most important to effect to students’ interest in learning Translation?