Nghiên cứu thực trạng dạy và học các môn thực hành dịch cho sinh viên chuyên ngữ học viện ngân hàng

- Identifying students' perspectives on the effectiveness and suitability of syllabus, learning materials and assessment instruments used in translation courses.. Furthermore, the study

INTRODUCTION

Introduction

Translation involves transferring a message from the source language to the target language while preserving its meaning (Newmark, 1988) With the diverse range of languages spoken worldwide, translation naturally emerged as a means of facilitating cultural exchange and communication between individuals with different linguistic backgrounds (Robert, Remael & Ureel, 2016) While translation has been an integral part of human history, formal training in professional translation and interpretation has only gained momentum in recent decades (Le, 2017) In Vietnam, over 60 universities have incorporated translation and interpreting programs into their training curriculum, reflecting the responsiveness of educational institutions to labor market demands (Nguyen, 2016) This deliberate focus on developing systematic training for translation and interpretation signifies a shift in perception, recognizing that translators and interpreters require specific skills and qualities that extend beyond mere language proficiency

The field of translation pedagogy has experienced significant development over the past few decades, attracted substantial attention from researchers Previously considered a sub-discipline of translation studies, teaching translation has now evolved into a fully-fledged profession (Kiraly, 2005) Al-Sowaidi (2021) emphasized that translation pedagogy had greatly benefited from the theories and practices of related disciplines like psychology and language instruction As a result, various teaching methodologies that were previously employed in these disciplines have been incorporated into translation courses This integration of diverse approaches is essential in equipping students with the necessary skills and knowledge to thrive in their future translation careers.

Background of the study

In the specific context of Vietnam, translation lecturers are facing challenges in adopting educational approaches that promote learners' translation competency (Pham,

2016) Many instructors continue to rely on traditional methods, which involve a significant amount of silent in-class translation practice and exercises focused on the final translation product (Nguyen et al., 2016)

At BAV, translation subjects are an essential part of the curriculum for students majoring in English These subjects are carefully integrated into the program, ensuring that English major students receive comprehensive training in translation skills The courses provide learners with a comprehensive understanding of translation theory and practical application at a fundamental level During the first year and the first semester of the second year, English majors concentrate on enhancing their language proficiency by honing their listening, speaking, reading, and writing skills These language-building exercises lay a strong foundation in English proficiency Once students have established a solid grasp of the English language, they progress to studying translation I in the second semester of the second year, followed by translation II in the first semester of the third year This training pathway aligns with the fundamental stages of translator training, emphasizing language proficiency before entering the translation training stage

BAV's policy for the 2021-2022 academic year is focused on reviewing and enhancing the training program to improve the quality of education in alignment with national and international standards Plan No 417/QD-HVNH, issued by the BAV‟s Board of Director, ensures a thorough and active review of the university curriculum by specialized faculties, functional departments, and faculties and departments responsible for teaching common courses at the Headquarters and Campuses Following this policy, the Faculty of Foreign Languages (FFL) has conducted a comprehensive review and implemented significant changes to the curriculum for the K24 cohort, particularly in the translation subjects Previously, the translation component was divided into two modules, but now it has been condensed into a single module with a credit value of 3 Additionally, instead of being introduced in the second semester of the second year, translation subject is now introduced in the first semester of the third year study As a result of the reduced training time for translation, lectures face with the challenge of adequately equipping learners with the necessary foundational knowledge and practical skills in the Banking and Finance industry

Another reason that triggered the research is students‟ translation competence Prior to conducting this study, a preliminary survey was conducted involving 100 students They were given an English-Vietnamese and Vietnamese-English translation test to identify common translation errors The analysis revealed that translations from English to Vietnamese were often mechanical and lacked linguistic nuance Especially, translations from Vietnamese to English contained numerous errors in grammar, vocabulary, spelling, and word combinations Additionally, the omnipresence of translation tools like Google Translate poses a challenge to the practice of translation While Google Translate can provide reasonably accurate translations for simple texts devoid of specialized vocabulary or cultural nuances, the preliminary survey indicates that the majority of students rely on Google Translate for their translations This reliance on automated tools undermines students' recognition of the subject's effectiveness and discourages them from investing sufficient time in developing their translation skills

Our primary objective is to assess the congruity between teaching practices and desired learning outcomes This assessment involves careful analysis of student evaluations pertaining to methods, materials, assessment, and challenges encountered Additionally, we delve into the teaching methodologies employed by instructors and the obstacles they face These findings are essential to fulfill the requirements and demands of the new translation subject in the revised curriculum.

Research objectives

This study is aimed at:

- Exploring students‟evaluations of teachers' attitudes and teaching methods

- Identifying students' perspectives on the effectiveness and suitability of syllabus, learning materials and assessment instruments used in translation courses

- Comparing the actual learning outcomes to the expected learning outcomes

- Identifying and analyzing the teaching methods employed by translation teachers in their instructional practices

- Exploring the challenges faced by teachers in their teaching practices.

Research questions

To achieve the objectives, the study formulated a research question with five sub- questions that guided the investigation These research questions are outlined below:

To what extent is the current teaching of translation Subjects aligned with the learning outcomes of the subjects?

1 How do students evaluate teachers‟ attitudes and their teaching methods? 2.How do students evaluate syllabus, learning materials and assessment instruments?

3 What are obstacles encountered and learning outcomes gained after students completed translation modules ?

4 What are teaching methods applied by translation teachers?

5 What are challenges encountered by teachers?

Significance of the study

This study holds significant importance for multiple reasons Firstly, there has been no official research conducted before to investigate the teaching and learning of translation subjects at the FFL This study fills this research gap by providing empirical insights into this crucial area of study

Furthermore, the study reviews the current situation and proposes teaching methods, strategies, learning materials, and assessment approaches for the next cohort of students (K24) who will be trained in the new curriculum This not only ensures that the teaching practices align with the intended learning outcomes but also enhances the overall learning experience for future students

Lastly, this study contributes to the body of knowledge in the field of translation education By conducting empirical research and generating insights into teaching and learning practices, it expands the existing knowledge base, benefiting educators, curriculum developers, and researchers interested in enhancing translation pedagogy.

Scope of the study

This research paper aimed to provide a comprehensive assessment of the teaching of translation subjects for English Majors at BAV The study covered various dimensions, including students' evaluations of teaching methods, teaching materials, assessment instruments, and the challenges they experienced during their translation studies at BAV, Additionally, the research explored the diverse teaching methods employed by translation instructors and shed light on the specific challenges they encountered in their teaching practices The ultimate goal was to determine whether the current teaching practices align with the expected learning outcomes.

Methodology

The current study employed a mixed-method research design to investigate the perceptions and experiences of English major students in their third year of study towards translation subjects, as well as the perspectives of translation teachers from FFL The participants were selected from the target population of English major students and translation teachers at the institution.

Structure of the study

Chapter 1 – Introduction, which lays the foundation for the study, offers a comprehensive overview that encompasses the background, research objectives, and significance of the research

Chapter 2 – Review of Literature, which critically examines previous research and scholarly works related to the topic of the study This chapter serves as the foundation for understanding the current state of knowledge and identifying gaps or areas of interest for further investigation

Chapter 3 - Methodology, which outlines the methodology employed in the study This chapter describes the research design, participants, data collection methods, and data analysis procedures It provides a clear and transparent explanation of how the study was conducted to ensure the validity and reliability of the findings

Chapter 4 - Findings and discussion, which presents the findings of the study and provides a thorough analysis and interpretation of the collected data The findings are presented in a coherent and organized manner, supported by relevant evidence and quotes from participants The discussion section within this chapter further explores the implications and significance of the findings in relation to the research objectives and the existing literature

Chapter 5 - Conclusion and Recommendations, which concludes the study by summarizing the main findings, highlighting key insights, and drawing conclusions based on the results This chapter also offers recommendations for practical implications that can be applied in FFL settings or other relevant contexts, and suggests future research

REVIEW OF LITERATURE

Theoretical background

Teaching is an admirable and noble endeavor, but it is far from easy It demands significant dedication from educators to effectively impart their knowledge to students When it comes to teaching translation, the complexity increases In this role, the educator must possess expertise in both the theoretical aspects of translation as an academic discipline and the practical application of translation as a skill In essence, they need a dual proficiency, being adept at teaching translation as a theoretical concept while also excelling in the practical act of translation itself

This dual proficiency underscores the need for translation instructors to be highly qualified in both teaching and translation To excel in this role, they must employ specific methodologies Crucially, a translation instructor must be fluent in both the source language (SL) and the target language (TL), as anything less compromises the quality of their work The following section will discuss the common translation teaching techiques that have been utilized

The dominant approach in the field of translation education has been the traditional teacher-centered method, where instructors distribute source texts to students who are then required to complete either at home or spontaneously in the classroom Afterwards, teachers review the translations and provide the "correct" versions (Al-Hadithy, 2015; ệner Bulut, 2019) This approach primarily focuses on the final outcome, emphasizing accuracy while offering limited opportunities for classroom interactions Furthermore, it is observed that many teachers often fail to provide learners with comprehensive subject-specific knowledge that is directly related to the given topics This deficiency in teaching extends beyond the surface level and includes neglecting crucial sub-competencies, such as strategic thinking and psychophysiological components, as emphasized in the studies conducted by ệner Bulut (2019) and Yazici (2016)

The implications of this inadequate instruction are far-reaching In an significant risk of learners not receiving the necessary preparation to develop their professional and interpersonal skills, acquire in-depth knowledge, and attain the required competence to effectively navigate the ever-evolving demands of the labor market

Without a solid foundation of subject-specific knowledge and the development of essential sub-competencies, learners may face challenges when attempting to apply their skills in real-world scenarios The lack of exposure to strategic thinking and psychophysiological aspects can hinder their ability to analyze and understand complex translation tasks, impeding their overall performance and limiting their potential for professional growth

Moreover, the prevailing instructional approach in translation training excessively prioritizes language accuracy above all else, assuming that the teacher's answer key represents the definitive and rigid standard that students must adhere to (Al-Hadithy, 2015; Stewart, Orban & Kornelius, 2010) This approach, while aiming to ensure accuracy, often restricts students' opportunities to explore problems from different perspectives, learn from their peers, and develop higher-order cognitive skills such as critical thinking and evaluation As a result, learners' creativity is suppressed, and their autonomy is discouraged within the learning process

While the traditional method continues to dominate many translation classrooms, scholars in the field have been actively pursuing learner-centered and innovative methodologies to enhance the competencies of novice translators In this pursuit, two prominent approaches have emerged: the socio-constructivist model and process-oriented teaching, both aimed at empowering learners and improving their performance (Sánchez, 2017; Wu, Corr & Rau, 2019)

The socio-constructivistmodel recognizes the importance of social interaction and collaboration in the learning process (Pagán, 2006) It emphasizes the active involvement of learners in constructing knowledge through meaningful interactions with their peers and instructors In this approach, students are encouraged to engage in group activities, discussions, and problem-solving tasks that simulate real-world translation scenarios By working together, sharing ideas, and negotiating meaning, learners can develop a deeper understanding of translation concepts, strategies, and challenges

In the socio-constructivist model, the learner takes center stage in the training process, as argued by Kiraly (2000) This model emphasizes the importance of creating collaborative learning environments where trainees can engage in interactive practices that facilitate knowledge construction and cognitive development Király highlights the significance of collaborative activities such as simulation exercises, task-based activities, fieldwork, and project assignments, where trainees can interact and negotiate with each other

Moreover, case study‟s findings by Rico (2017) and Li (2017) further demonstrate that exposing learners to real-life tasks and authentic materials within group work activities promotes the use of professional strategies and enhances learners' sense of responsibility By interacting with teachers, questioning them, and suggesting alternative solutions, learners feel empowered and engaged in a two-way learning process

As a result of these benefits, researchers have adopted social constructivism as the theoretical framework or teaching approach to be implemented in physical translation classrooms (Li, 2017; Wang, 2017) By embracing the socio-constructivist model, teachers create an environment that supports collaborative learning, active engagement, and knowledge construction

To be more specific, Gabr (2007) presented a model for a translation curriculum that took into account the needs of both the market and students, employing a social constructivist approach This model comprises two distinct phases: the design stage, which involves identifying the needs of the market and learners, and the development stage, which entails defining objectives of courses, preparing learning materials, selecting teaching methods, and creating lesson plans In the development stage, a range of instructional activities are offered, including lectures, discussions, experiential sharing, role-playing, and computer-based assignments These diverse approaches not only cover the theoretical and practical aspects of translation but also foster an environment conducive to dynamic collaborations Gabr (2007) emphasizes the importance of considering other factors, such as teaching methods and learners' preferences, in the development of learners' competence A comprehensive approach to translation training should address both theoretical and practical components, thus incorporating traditional and innovative modes Additionally, a combination of group work and individual work should be implemented to accommodate various learning preferences Therefore, educators should carefully consider these elements and integrate them into the teaching process to facilitate students' improvement in translation skills

In a study conducted by Stewart et al (2010), the experiment involved German students working together in groups to tackle translation tasks set in a simulated professional environment The students were exposed to authentic problem-solving scenarios, simulated collaborative working contexts, network sharing, and reference tools as part of the exercise The findings revealed positive responses from students, with over 70% expressing increased motivation, productivity, and work quality Similarly, Zainudin and Awal (2012) examined the teaching of translation through collaborative learning The study required students to engage in translation work in both group and individual settings According to questionnaire responses, approximately 80% of the participants preferred working independently as it allowed them to assess their abilities and adapt to time pressure However, students appreciated sharing ideas and discussing their translated work with classmates to identify errors and mistakes The research conducted by Stewart et al (2010) and Zainudin and Awal

(2012) not only aligns with each other but also highlights the significance of integrating both group work and individual work within translation classrooms to facilitate personal growth and development These findings are further supported by additional studies conducted by Barros (2011), Li (2014), and Roskosa and Rupniece

(2016) Collectively, these studies emphasize the importance of a balanced approach that combines collaborative group activities with independent tasks, allowing students to benefit from the advantages of both learning contexts

On the other hand, process-oriented teaching focuses on the translation process itself rather than solely on the final product It acknowledges that translation is a complex cognitive task that involves various stages and decision-making processes In this approach, students are guided to analyze the source text, make informed decisions regarding translation strategies, and reflect on their choices throughout the translation process (Lửrscher, 1991) The emphasis is placed on understanding the underlying principles and considerations that inform translation decisions rather than on achieving a perfect translation By engaging in a reflective and iterative process, learners can refine their skills, develop problem-solving abilities, and become more effective translators (Zeng& Lu-Chen, 2002)

Review of prior research

Le et al (2012) discovered that 67% of graduates from eight universities in Ho Chi Minh City (HCMC) felt that their translation programs lacked sufficient skills practice They noted that most teachers favored monotonous traditional training methods and provided few real-life activities, while students themselves still relied on word-to-word translation techniques Although 28% of the participants found these courses helpful for their employability, others did not feel adequately prepared to enter the job market after graduation

Le (2018) conducted a study that explored the aforementioned issues in depth Le's (2018) findings suggest that the amount of time allocated to translation courses is severely limited Moreover, many teachers predominantly focus on theoretical training and offer minimal practical activities, primarily due to a lack of intensive training in translation studies or the absence of professional translation experience Additionally,

Le (2018) observes that training content often revolves around familiar and outdated topics, lacking innovation and failing to keep pace with market demands A review of university syllabi over a two-year period reveals that the curriculum and subjects taught are outdated, out-of-fashion, and disconnected from real-world materials used in the industry Ngoc et al (2016) also note that while some lecturers compile suitable translation materials for internal use, the majority of textbooks remain un-updated or provide only general information These authors also highlight the outdated teaching methods, where students are expected to work with hard-copy texts without the aid of dictionaries or other technical resources Furthermore, the assessment content primarily focuses on grammar, sentence structure, and difficult vocabulary, as found by Ngoc et al (2016) Other studies (Hoang, 2017; Pham & Chan, 2013; Doan, 2010; Pham & Ton, 2009) have also identified a significant mismatch between the curricula, their content/modules, and the actual market needs for translation graduates The challenges faced in translation training in Vietnam highlight the need for immediate attention (Do, 2020; Nguyen et al., 2016) Therefore, there is a pressing requirement for further research to investigate the obstacles and accomplishments in translation training across diverse institutions.

Research gap

To the best of the researcher‟s knowledge, there exists a significant research gap regarding the teaching and learning of translation subjects specifically designed for English majors in the FFL In an effort to address this gap, our research focuses on thoroughly investigating the present state of teaching and learning these subjects at BAV to identify whether the teaching practices align with the intended learning outcomes.

METHODOLOGY

Locale of the study

The research took place at the Faculty of Foreign Languages, BAV, situated at

12 Chua Boc Street, Dong Da District, Hanoi City.

Research design

3.2.1.1 Faculty of Foreign Languages at BAV

The Faculty of Foreign Languages (FFL), formerly known as the Division of Foreign Languages, was established on November 13, 2008 As of June 2023, the department boasts a highly qualified faculty comprising 27 members, including 6 individuals holding doctoral degrees, 1 PhD candidate in England, and 20 individuals with master's degrees

FFL places a strong emphasis on equipping students with the necessary language skills and banking - finance competence to thrive in the banking and finance sector Its comprehensive curriculum encompasses a wide range of courses tailored to develop proficiency in English such as English Skills, Report Writing, Debating skills, Commercial Correspondence

Furthermore, FFL distinguishes itself from other English departments in universities across Vietnam by offering English as Medium Instruction (EMI) Courses in banking and finance This strategic focus on banking and finance not only enhances our students' language proficiency but also equips them with a deep understanding of the fundamental principles, practices, and terminology used in the field Such knowledge empowers FFL‟s graduates to excel in their careers, as they possess a competitive edge and are able to effectively communicate within the banking and finance industry

In addition to providing English language instruction to English major students, FFL holds a crucial responsibility in overseeing four English subjects (English 1, 2, 3,

4) offered to non-English majors at BAV This highlights the significant role and impact of the faculty within the institution Through this collaborative approach, the faculty not only contributes to the development of students' language proficiency but also facilitates a broader understanding of the interconnectedness between language, finance, and banking

It can be said that FFL plays a pivotal role within BAV, not only by instructing English major students but also by offering essential English subjects to non-English majors Furthermore, the faculty's commitment to collaboration and interdisciplinary learning further strengthens its position as an important facilitator of comprehensive education within BAV

Translation is a compulsory subject at the FFL, consisting of two modules: translation I and translation II translation sessions involve 5 hours of face-to-face instruction per week in 8 weeks (equivalent to 3 periods)

Compared to other language training institutions with the same goal of training (specializing equipping language skills in English Language and knowledge in Economics, Business, Banking and Finance), the number of credits dedicated to translation in the FFL at BAV is relatively modest Nonetheless, the knowledge provided in translation subjects sufficiently equips English majors with foundational translation skills, offering them career orientation for choosing translation related jobs upon graduation The following table provides a comparison of translation Credits in English Departmen with similar training approach (English for Banking and Finance or Commercial English) in 5 University Curricula

Table 2: A Comparison of translation Credits in Five University Curricula Universities Credits of translation Sources

Curriculum of English Language, National Economic University

8 compulsory credits HoChiMinh University of

6 compulsory credits Curriculum of English

Before enrolling in these translation courses, students must undergo academic English training in their first two years These foundational courses are essential for providing sufficient English competency The position of the translation courses in the FFA‟s curriculum (in which the subjects are rearreanged according to the year of study) can be found in Table 3

Table 3: Translation I,II in the Curriculum of English major at BAV

2 Viết II/Writing II Đọc II/Reading II

Kỹ năng nói III/Speaking III

Kỹ năng nghe III/Listening III

Toán kinh tế I/Mathematical Economics I

Tư tưởng Hồ Chí Minh/Ho Chi Minh‟s Ideology

Ngữ nghĩa từ vựng học /Lexical Semantics

Kỹ năng đọc có phân tích/Critical Reading

Pháp luật đại cương/Introduction to laws

Toán kinh tế II/Mathematical Economics I

Lịch sử Đảng cộng sản Việt Nam/History of the Communist Party of Vietnam

3 Nguyên lý kế toán/Accounting principles

Thực hành dịch II/translation II

Ngân hàng thương mại/Commercial Banking

Luật kinh tế/Economic law

Giáo dục thể chất II (Bóng rổ)/Physical Education (Basket ball)

Giáo dục thể chất III (Bóng chuyền)/Physical Education (Volley ball)

Kỹ năng viết báo cáo/Report Writing

Regarding to the main features of translation subjects, the following table will provide the detailed information about main contents, learning outcomes , assessments and course books

Table 4: Summary of translation I, II’s syllabi(See Appendix 2, 3: Syllabi of translation I & II)

In terms of assessment instruments, the following table will elucidate the tests that students have to take during the two modules

Table 5: Summary of Assessment Instruments

The table above illustrates the diverse range of summative assessments for translation I and II, including group work tasks, individual tasks

To be more specific, Newsblog project which served as an innovative form of assessment The translation teachers aimed to incorporate technology into the assessment process to enhance learner motivation As part of the project, they were tasked with gathering news articles on topics related to the textbook and translating them into English or Vietnamese Subsequently, they were expected to publish their translations on their blogs and actively engage with other groups' blogs by reading their content and providing constructive comments

The following figures present the scores of translation I, II in the semesters which

K23, the participants in this study enrolled in

Figure 4 : Results of translation I (Term 1/Semester 2/Year 2)

(Report of the Quality control and Inspection department, 2022)

Figure 5 : Results of translation I (Term 2/Semester 2/Year 2)

(Report of the Quality control and Inspection department, 2022)

Figure 6: Results of translation II (Term 2/Semester 2/Year 3)

(Report of the Quality control and Inspection department, 2022)

From the results presented in figure 4, 5, 6 the scores of 6.2 and 6.4 for translation I and 7 for translation II This indicates that the student who produced translation II likely demonstrated better skills in areas such as language proficiency, understanding of translation principles, or application of appropriate translation techniques It suggests that the students have learned from their previous work (translation I) and applied that knowledge to produce a better translation (translation II) Nevertheless, this result alone cannot fully capture the overall outcome of K23 students (the objective in this study), as there is a small percentage of K22 students participating in learning translation I and translation II The detaled figures are indicated in Table 6 below:

Table 6: The proportion of K23 students in Translatin I, II classess

(Report of the Quality control and Inspection department, 2022)

3.2.1.4 Professional development of translation teachers

To enhance professional development, the translation lecturers at FFL organize regular professional meetings before and after each semester These meetings serve as valuable platforms for exchanging experiences, sharing innovative teaching techniques, identifying challenges, and collaboratively addressing them As a notable example, on March 19, 2022, with the approval of the Dean of FFL, translation teachers successfully organized a seminar titled "Translation Subjects from Students' Perspectives" for students of FFL (FFL, 2022 March 19) The seminar featured four speeches delivered by different groups of students, providing insightful thoughts, discussing difficulties, challenges, and offering solutions to excel in translation The active participation of English majors in the seminar signifies their keen interest and attention towards the discipline of translation

In accordance with the faculty's unwavering commitment to improving professional practices, the dean has implemented proactive actions to ensure ongoing development A significant step taken in this regard was the sigining of an agreement with Sao Khue Group, a respected private training organization known for its proficiency in nurturing professional interpreters and translators in Vietnam on December 11 th , 2022 (FFL, 2022 December 11) This collaborative endeavor aimed to offer translation lecturers and English major students exceptional opportunities to gain firsthand experience in the intricacies of the translation industry and the various employment prospects it offers

Building upon this foundation, Sao Khue Group went the extra mile by organizing a series of engaging online seminars and lectures for the students of FFL It can been said that while translation is one among several linguistics subjects, recent events and activities have highlighted its significance at the FFL translation has emerged as a prominent subject within the faculty, taking the lead in organizing seminars for students and forging collaborations with industry professionals in the field

By organizing seminars specifically focused on translation, the faculty demonstrates its commitment to providing students with a platform to explore and engage with the subject in depth Furthermore, the collaborations with industry professionals serve as a testament to the faculty's determination to bridge the gap between academia and the practical aspects of translation, which enables students to gain invaluable insights from industry experts and acquire real-world experience, thus enhancing their understanding of the translation profession

This study employed a mixed-method approach, integrating both quantitative and qualitative methods in data collection (questionaires, group interview, individual interviews and reflective journals) By combining these two approaches, the study aimed to capitalize on the unique strengths of each method while mitigating their individual limitations Dửrnyei (2007) emphasized the benefits of mixed methods in educational research, highlighting its capacity to provide a more comprehensive understanding of complex phenomena Other researchers (Creswell & Clark, 2018; Tashakkori & Teddlie, 2010), have also discussed the advantages of employing mixed method, including its ability to provide a more complete and nuanced understanding of research questions For instance, to explore how experienced and novice translators perceive post-editing (PE) and compares their technical, temporal, and cognitive efforts in post-editing Neural Machine translation (NMT) output, Stasimioti and Sosoni (2021) employed mix-method to identify that experienced translators hold a more negative view towards Machine translation (MT) compared to novice translators, while adopting a more practical approach towards post-editing (PE) Another example is the study conducted by Khoury (2022) This research utilized mix-method to investigate perceptions of student-centered learning in online translator training The present study seeks to examine teaching practices by exploring the perspectives of both teachers and students In this regard, employing the mixed-method approach is considered appropriate to achieve the research objective.

Sampling

This study employed convenience sampling - non-probability sampling technique commonly used in research studies It involves selecting participants based on their accessibility and availability, typically choosing individuals or groups who are easily reachable within the researcher's immediate reach The decision to employ convenience sampling is often driven by practical considerations such as time constraints, limited resources, and the feasibility of accessing the desired population (Cohen, et.al., 2007)

One of the primary factors that contribute to the use of convenience sampling is the convenience and accessibility of potential participants In this case, the participants were former students of the researchers, making them easily reachable and readily available for inclusion in the study Their status as ex-students simplifies the recruitment process, as there is an established connection and familiarity between the participants and the researchers This familiarity facilitates quick and convenient data collection, avoiding the need for extensive recruitment efforts or complex sampling procedures Moreover, the power dynamic between the participants and the researchers

Participants of the study

The participants of the study consisted of two groups: students and teachers 3.4.1 Students

The student group consisted of 137 English major students from K23 who were in their third year of study These students had successfully completed the translation I course in June 2022 and the translation II course in November 2022 The selection of these students was based on their enrollment in the translation program and their completion of the specified courses

The decision to focus on K23 students rather than K22 students (who at that time already completed two translation modules) was driven by several factors During the Covid-19 pandemic, K22 students had to adapt to online learning and testing for their translation courses This led to variations in their scores, with different performance levels in online tests compared to onsite tests In contrast, K23 students experienced a different learning and assessment approach Although a portion of the translation I program was delivered online, the majority of their learning and testing took place onsite, with 100% in-person instruction and evaluation This ensured consistency in teaching, learning, and assessment methods for the K23 cohort

Therefore, considering the need for consistency in teaching, learning, and testing conditions, the study focused on K23 students to provide a more reliable and comparable dataset for analyzing the perceptions and outcomes of translation subjects 3.4.2.Teachers

The teacher group comprised four translation teachers who possessed a diverse range of backgrounds and extensive experience in teaching The detailed qualifications and teaching experience of these teachers are provided in the table below

Table 7: Translation teachers’ background experiences

- 15 years in teaching English subjects (English for Specific Purposes in Banking and Finace; Commercial Correspondence; English Skills; General English; )

- 10 years in teaching translation subjects

- 15 years in teaching English subjects English for Specific Purposes in Banking and Finace; Commercial Correspondence; English Skills; General English)

- 10 years in teaching translation subjects

English Language, major in translation and Interpreting

- 13 years in teaching English subjects (Phonetics; Lexical Semantics; English Skills; General English

- 10 years in teaching translation subjects T4 Graduated from

English Language, major in translation and Interpreting

- 12 years in teaching English subjects (Phonetics; Lexical Semantics; English Skills; General English

- 8 years in teaching translation subjects;

It can be seen that the language teachers at FFL have extensive experience in teaching both English subjects and translation While their expertise includes teaching translation subjects, it is important to note that they also have responsibilities for various other subjects within FFL.

Data collection methods

Surveys were conducted to collect quantitative data from the student participants Questionnaires were administered to gather information about their perceptions, experiences, and attitudes related to translation teaching The surveys utilized standardized scales and closed-ended questions to ensure consistency and facilitate quantitative analysis (Cohen et al., 2007)

The Likert scale, a widely used psychometric scale, is employed in this study to measure respondents' viewpoints Each question presents a statement, and participants indicate their level of agreement or disagreement on a multiple-choice scale The Likert scale is preferred for several reasons Firstly, it simplifies data input into statistical software such as SPSS, as responses are represented by a single numerical value Additionally, the use of a five-point scale allows for more precise identification of participants' perspectives compared to a simple Yes-No scale (Carifio & Perla,

2007) Moreover, participants benefit from the predefined response options, which saves time and enhances survey completion rates

The survey used in this study consists of 12 questions and 2 open-ended questions The complete set of survey questions can be found in the Appendices section The survey was composed into Vietnamese to ensure clarity and minimize any potential misunderstandings regarding the statements presented in each question

The questionnaire used in this study was adapted from an existing questionnaire that aimed to collect students' perspectives on lecturers at the end of an academic semester, composed by the Quality control and Inspection department (QCID), BAV as stated in Decision No: 2958/QD-HVNH issued on October 31st, 2022 (Appendix 6)

The questionnaire is structured into five main sections as followed:

Question 1 Adopted Q1 in QCID‟ questionnaire

Question 2 Adapted Q2 in QCID‟ questionnaire

Question 3 Adopted Q3 in QCID‟ questionnaire

Question 4 Adopted Q13 in QCID‟ questionnaire

Question 7 Adapted Q6 in QCID‟ questionnaire

Question 9 Adapted Q1 in QCID‟ questionnaire

Assessment Question 11 Adopted Q15 in QCID‟ questionnaire

Question 12 Adopted Q14 in QCID‟ questionnaire Difficulties in learning translation subjects

Learning Outcomes after completion of translation Subjects

The questionnaire included two additional open-ended questions (Question 13,

14) aimed at gathering detailed information about the difficulties faced and learning outcomes gained during learning translation subjects These specific issues would be further explored in-depth during the Group Interview session

The utilization of group interviews in this study was based on several reasons Firstly, group interviews allowed for a more extensive range of responses and proved to be time-efficient Secondly, they encouraged the participation of individuals with diverse perspectives or affiliations Lastly, the presence of eight volunteers who were already acquainted with each other facilitated the discussion process On the other hand, there is a possibility of one participant exerting a dominant influence during the interview, especially conflicts or tensions could arise during the interview process, and individuals may feel hesitant to express their thoughts openly (Cohen et al., 2007) Hence, the role of the facilitator – the researcher in this study is crucial in managing the group discussion effectively

To delve deeper into the dynamics of teaching and learning within the context of translation, a group interview was guided by the following questions:

1 What teaching methods or approaches are employed by your translation teacher?

2 Could you share specific examples of how your teacher actively engages the class during translation lessons, and are there any teaching techniques that have made a notable impact on you?

3 How do you perceive the methods your teacher uses for assessing your translation work?

4 How do you feel about the quality and effectiveness of the textbooks and other learning materials used in your translation studies?

5 Could you identify some of the challenges or difficulties you typically encounter when working on translation assignments?

6 Reflecting on your journey through the translation subject, what specific skills or knowledge do you believe you have acquired or improved upon?

This instrument allows researchers to gather in-depth information and insights directly from teachers Individual interviews provide a platform for teachers to share their personal experiences, perspectives, and reflections on various aspects of teaching Through open-ended questions and probing, researchers can delve into teachers' thoughts, beliefs, and instructional practices, gaining a deeper understanding of their perspectives on classroom dynamics, instructional strategies, and student learning Here are the questions were used to investigage the information from teachers

1 What teaching methods and approaches do you find most effective in teaching translation? Can you provide examples of how you incorporate these methods into your lessons?

2 What methods or criteria do you use to assess students' translation work? How do you ensure that your assessments are fair and objective?

3 What‟s your opinion of the current syllabus textbooks?

4 What challenges do you encounter when teaching translation?

Reflective journals have been recognized as a valuable data collection method in educational research, particularly in exploring teachers' experiences, perspectives, and professional growth For example, Hayman et, al., (2012) emphasized the importance of reflective journals in identifying challenges faced by teachers and reflecting on effective strategies They found that journaling encouraged teachers to critically examine their teaching practices, leading to deeper understanding and professional development Additionally, Zulfikar (2018) highlighted how reflective journals help researchers gain access to teachers' thoughts, emotions, and reflections on their teaching experiences Reflective journals also support the self-reflection process, allowing teachers to examine their own beliefs, values, and assumptions about teaching and learning This introspective exploration can lead to enhanced self- awareness and the identification of areas for improvement

Four translation teachers were requested to keep reflective journals with guided questions to document noteworthy occurrences in the classroom and gain insights into students' attitudes towards learning activities The reflective journals were sent to the primary researcher upon the completion of translation II course The format of reflective journal is provided in the Appendix 11.

Procedure of the study

The surveys were delivered to participants from 20 December 2022 to 25 December 2022

Due to the widespread usage of the internet, web-based survey tools have become the most commonly used method for collecting data (Vasantha & Harinarayana, 2016) Online surveys offer numerous advantages, including easy access to specific demographics, time and cost efficiency (Wright, 2005) They also enable automated data analysis and visual presentation, enhancing researchers' productivity (Vasantha & Harinarayana, 2016) However, it is important to acknowledge a potential drawback of online surveys, which is the risk of selection bias Since participation in online surveys is voluntary, there is a possibility of self- selection bias, where certain groups or individuals may be more inclined to respond, leading to a biased representation of the population (Dillman et al., 2014) To mitigate this bias, the researchers in this study opted to conduct face-to-face surveys with participants, providing them with hard copies of the survey Prior to administering the survey, participants were informed about the research's purpose and significance, aiming to ensure their understanding of the importance of their responses

The researchers invited volunteers to participate in a group interview session There were 8 participants agree to join Following the ethical research guidelines proposed by Cohen et al (2007), the researchers organized the study as follows Before conducting the interviews, each interviewee was provided with a consent form and a withdrawal form As all the interviewees were over 18 years old, the consent forms and withdrawal forms were directly sent to them By signing the consent form, the interviewees granted permission to the researchers to record, collect, and utilize the information shared during the interview for the purposes of the study Moreover, the interviewees were assured that all personal information would be kept confidential and securely stored Once the interviewees signed the consent form, the interviews commenced Additionally, each interviewee received a withdrawal form, which they retained In the event that an interviewee wished to withdraw from the study or cease providing personal information, they could sign and submit the withdrawal form to the researcher

During the interviews, data were collected using a voice recorder application on the researcher's smartphone, and detailed notes were taken The researchers ensured that smartphone was in flight mode during the recording process Following the interviews, the recording files were securely stored on the researcher‟s password- protected laptop To ensure accuracy, the recording of group interview was carefully transcribed through multiple listening sessions to eliminate any potential misinformation

In regards to the interviews with teachers, due to the challenges in scheduling, telephone interviews were conducted as a convenient means of communication The interviews were recorded and securely stored on the primary researcher's laptop for further analysis The interviews were conducted from March to April, 2023.

Data analysis

To analyze the quantitative data collected from surveys, Microsoft Excel was utilized The data analysis process involved several steps to gain insights and draw meaningful conclusions from the collected data

The first step was to prepare the data in Excel by organizing it into a structured format Each variable was assigned to its own column, and each observation was recorded in a separate row Special attention was given to checking for any missing data and ensuring that the data was properly formatted for analysis

Next, descriptive statistics were computed using Excel's built-in functions Data filtering and sorting capabilities in Excel were employed to extract subsets of data based on specific criteria Filters were applied to identify data points that met certain conditions or criteria, allowing for a focused analysis

This research employed content analysis with computer usage to analyse data gathered from two open-ended questions in the questionnaire, group interview, individual interviews and reflective journals As Cohen et, al., (2007) stated content analysis is the process of summarizing and presenting written data, which involves capturing the primary information and its underlying messages In simple terms, content analysis includes the activities of coding, categorizing (establishing meaningful categories to classify units of analysis like words, phrases, and sentences), comparing (finding connections between categories), and drawing theoretical conclusions from the text

The responses obtained from two open-ended questions in the questionnaire, as well as interview transcripts and reflective journals, were entered into Microsoft Excel in different sheets The data were coded and grouped into relevant categories Subsequently, frequency counts were conducted to analyze the occurrence of each category The data were carefully examined to determine if they could be coded into multiple categories, allowing for the identification of connections and linkages between different categories

Researchers obtained informed consent from participants, providing them with clear information about the study's purpose, procedures, and potential risks or benefits Confidentiality and privacy of participants' data were maintained, ensuring that their personal information remains secure and anonymous Furthermore, researchers respected the participants' autonomy and ensured that their involvement in the study was voluntary, without any form of coercion or manipulation (Cohen et, al., 2007) Participants had the option to discontinue at any time by completing a withdrawal form.

FINDINGS AND DISCUSSION

Findings

4.1.1.1 Students’evaluation of teacher and teaching methods

A total of 140 questionnaires were distributed to students, which was determined based on the attendance records of four translation classes Out of these,

137 responses were received and considered valid The table below presents a summary of the response count and corresponding percentages in terms of translation teacher and teaching methods from students‟ perspectives.

Table 9: Students’ evaluation of teacher and teaching methods

Neither Agree nor Disagree Agree

Strongly Agree Question 1: The lecturers' content and teaching process align with the detailed course outline

Question 2: The teaching content is up-to-date and relevant to practical application, fostering student enthusiasm

Question 3: The lecturer explains the lecture content in a clear, logical, and comprehensible manner

Question 4: The teachers effectively utilize teaching media and technology

Question 5: The lecturer emphasizes practical translation skills development for students

Question 6: The lecturer provides support to students for direct class and out-of-class question clarification

Question 7: Students are encouraged to engage in self-study, independent learning, and group work

Question 8: Your level of satisfaction with the lecturer's teaching method

The analysis presented in the table above provides insights into the responses collected for 8 questions designed in a Likert scale format With a total of 137 responses, it is evident that a significant majority of the respondents leaned towards the "Agree" and "Strongly Agree" options for almost all of the questions, indicating a positive sentiment towards the various aspects of the learning experience in translation subjects

Question 1 received a response rate of 87.59% in the "Agree" and "Strongly Agree" categories, suggesting that the lecturers' content and teaching process aligned well with the detailed course outline Similarly, Question 2 received a high percentage of positive responses, with 86.86% of respondents expressing agreement that the teaching content was up-to-date and relevant, resulting in a heightened level of enthusiasm among the students

In terms of the clarity and comprehensibility of the lecture content, Question 3 received a positive response rate of 86.50%, indicating that the lecturers effectively communicated the subject matter in a clear and logical manner Question 4, focused on the use of teaching media and technology, garnered a relatively higher percentage of

"Agree" responses, with 88.06% of respondents affirming the effective utilization of these tools by the teachers

The emphasis on practicing translation skills, as highlighted in Question 5, received strong approval from the respondents, with 91.25% indicating agreement with this approach Furthermore, Question 6 revealed that 87.60% of respondents felt supported by the lecturer in terms of addressing questions both during and outside of class time

Regarding the encouragement to independent study, self-study, and group work, Question 7 showcased a high level of agreement among the respondents, with 90.51% The overall satisfaction towards teaching methods, as assessed in Question 8, received a remarkable response rate of 95.62%

Overall, the analysis of the data indicates a high degree of satisfaction among the respondents with regards to the content, teaching methods, and learning experiences with translation teachers

4.1.1.2 Students’ evaluation of syllabus, learning materials

The following figure represents the percentages of students‟ responses towards syllabus and learning material

Figure 7: Students’ evaluation of syllabus, learning materials

In Question 9, 65 respondents (47.45%) agreed and 9 respondents (6.57%) strongly agreed that the teaching progress and assigned exercises are appropriate for students, resulting in a total of 54.02% positive responses

For Question 10, 48 respondents (35.04%) agreed and 3 respondents (2.19%) strongly agreed with the satisfaction level of the content in the translation subject textbooks The combined percentage of agree and strongly agree responses is 37.23%

Based on the data analysis, it is evident that half of respondents (54.02%) considered the teaching progress and assigned exercises to be appropriate However, satisfaction with the content of the translation subject textbooks received a lower percentage of positive responses (38.69%)

For Question 11 (illustrated by Figure 8), which pertains to the fairness of teachers' evaluation of learning outcomes, 17 respondents indicated " Neither Agree nor Disagree," while 120 respondents chose "Agree." This accounts for 12% and 88% of the total responses, respectively

For Question 12 (illustrated by Figure 8), 26% of the respondents neither agreed nor disagreed with the statement that the content of the test and assessment is consistent with the objectives of the course On the other hand, a significant majority of 74% agreed with the statement This analysis suggests that a majority of the respondents agree that the content of the test and assessment aligns with the objectives of the course

Figure 8: Teachers evaluate learning outcomes fairly

Figure 9: Content of the test and assessment is consistent with the objectives of the course

4.1.1.4 Difficulties in learning translation subjects

Question 13 is designed to elucidate the difficulties faced by students when learning translation subjects Out of the 137 questionnaires distributed, 116 respondents provided insights into the issues they encountered during their studies These issues were systematically coded and are presented in the table below

Table 10: Difficulties Faced by Learners During Learning translation Subjects

The absence of the use of electronic dictionaries 17

The analysis reveals that the major challenges reported by the respondents include vocabulary and translation skills Vocabulary (especially economic terms) emerged as the most significant difficulty, with 67 respondents

Translation skills were also identified as a significant challenge, with 26 respondents acknowledging challenges in maintaining coherence, conveying accurate meaning, and adapting language appropriately in the target language

An additional challenge identified by participants is the absence of the use of electronic dictionaries Several responses highlighted the time-consuming nature of relying solely on printed dictionaries, as it often took a significant amount of time to search for word meanings Furthermore, participants expressed difficulties in finding the appropriate word combinations without the aid of electronic dictionaries

Grammar and sentence structure present another difficulty, with 16 responses indicating the complexities associated with mastering grammatical rules and sentence construction

Time limitations pose a significant hurdle for students, as emphasized by 12 responses, which specifically highlighted the constraint of an 8-week duration for translation modules

The length of texts is another problem, as indicated by 11 responses They claimed that dealing with lengthy texts was daunting and time-consuming

Finally, the lack of motivation emerges as a recurring and significant difficulty, as indicated by 10 participants These responses reflect a common sentiment among students who found the lessons either boring or excessively challenging, leading to a lack of interest in the learning process

4.1.1.5 Learning Outcomes after completion of translation Subjects

Question 14 inquired about the learning outcomes following the completion of translation subjects, with 93 responses received out of the 137 questionnaires distributed After analysis, the emerging themes, including Terminologies, Practical Knowledge, translation Skills & Strategies, and Groupwork Skills, were identified along with the respective number of occurrences as stated in the table below

Table 11: Learners' Outcomes after completion of translation Subjects Learners' Outcomes Number of Responses

Practical knowledge 40 translation skills & strategies 35

As it can be seen, first of all, a significant number of participants (47 out of 93) reported improvements in their grasp of terminologies This suggests that the courses effectively enhanced learners' understanding and usage of specialized vocabulary in the translation domain The second, 40 learners expressed an increase in practical knowledge, indicating that the courses provided valuable insights and knowledge Furthermore, 35 learners reported advancements in their translation skills and strategies, highlighting the courses' effectiveness in equipping learners with the necessary tools and techniques for successful translation Finally, 27 learners acknowledged the development of groupwork skills, indicating that the courses fostered a collaborative environment Overall, the analysis demonstrates that the translation courses yielded positive outcomes in terms of terminologies, practical knowledge, translation skills, and groupwork abilities

The difficulties reported by participants primarily centered around vocabulary, terminology, and translation skills However, despite these challenges, the analysis of learners' outcomes demonstrated significant improvements in terminological proficiency, practical knowledge, translation skills, and groupwork abilities as a result of the translation courses Moving forward, it is crucial to delve deeper into the underlying reasons behind the difficulties encountered in vocabulary and translation skills, as well as addressing the issues related to the low response rate for the textbook and assessment To gain a more comprehensive understanding, further exploration through group interview was conducted

4.1.2 Data analysis from Group Interview

Discussion

4.2.1 Research question 1: Students’ evaluation of teachers’ attitude and teaching methods

The evaluation of teachers and teaching methods by students indicates a consistently high level of satisfaction The survey results, with an impressive response rate of 95.62% for overall satisfaction towards teaching methods, support this positive assessment The participants' appreciation for their teachers' enthusiasm and dedication, as echoed in the group interview, further reinforces this finding The teachers' unwavering commitment and meticulous guidance throughout the translation process were highly praised by the students In addition, the use of vocabulary games was particularly appreciated by the students, as it made the learning experience enjoyable and facilitated effective vocabulary retention This positive feedback aligns with the earlier-reported positive learning environment, where teachers actively addressed common mistakes and shared effective translation techniques The positive findings regarding the evaluation of teachers and teaching methods align with the results of Mekheimer's (2012) study, which explored the implementation of e-learning environments with computer-aided translation tools Mekheimer's study revealed improved translation skills and positive attitudes towards translation as a result In the same vein, Wahid et, al, (2022)‟s findings showed great satisfaction of learners with the blank strategy, which helps organize the meaning systematically and improve their knowledge, especially vocabulary, understanding the point of view of the text, and understanding the meaning of the text

This finding suggests that the effective implementation of teaching methods designed to improve students' translation competence, coupled with positive attitudes demonstrated by teachers, can greatly enhance learner satisfaction Considering the background of translation teachers at BAV, it is worth noting that all of them possess expertise in the English language, with a major in translation and Interpreting This background likely contributes to their knowledge in the field of translation and ensures the quality of their teaching in this subject Consequently, in this context, obstacles encountered in previous studies, such as the findings of Le (2018), which attributed difficulties to a lack of intensive training in translation studies or the absence of professional translation experience, are not likely to arise

4.2.2 Research question 2: Students’ evaluation of syllabus, learning materials and assessment

The evaluation of the syllabus, textbooks, and assessment by students provides valuable insights into their perspectives While the content of the translation subject textbooks received a lower percentage of positive responses (38.69%), participants displayed a keen interest in the topics covered in the textbooks, particularly in translation II, which explored areas such as Economics, Marketing, Banking, and Finance

Students expressed a strong sense of motivation as they recognized the relevance and applicability of the knowledge gained from their translation courses to their future careers in areas such as Banking and Finance The perception that the content covered in these courses could also support their learning in other EMI subjects further enhanced their motivation This finding aligns with Liu's study (2017), which recommended the inclusion of internship programs for translation undergraduates to bridge the gap between classroom knowledge and real-world practice, thereby developing students' translation and language skills

Interestingly, these findings contradict the observations made by Le (2018) and Ngoc et al (2016), who noted that training content in the translation field often focuses on familiar and outdated topics, lacking innovation and failing to meet the evolving demands of the market The positive student evaluation of the translation courses indicates a departure from this trend, suggesting that the incorporation of relevant and engaging materials can enhance students' satisfaction and their perception of the practical value of their education

However, the students also expressed challenges regarding the length and variety of texts used in the translation courses These challenges, including the time- consuming nature and the overwhelming volume of texts, resonate with findings from previous studies (Hoang, 2017; Pham & Chan, 2013; Doan, 2010; Pham & Ton, 2009) These studies have identified a notable discrepancy between the curricula and their content/modules, and the actual market demands for translation graduates

Furthermore, the students' opinion regarding the limited time allocated for the translation course also hindered their development of translation competence This concern was also acknowledged by the participating teachers during the interviews This finding aligns with the observations made by Le (2018), who similarly discovered that the amount of time allocated to translation courses was severely restricted

To address the concerns raised by both students and teachers regarding the translation courses, several recommendations were made These suggestions included the incorporation of more authentic materials, a broader range of genres (such as movie translations), and the inclusion of simpler tasks such as sentence building and translating single sentences These recommendations were put forth in order to enhance the learning experience and address the challenges faced by students in relation to the length and variety of texts (Hoang, 2017; Pham & Chan, 2013; Doan, 2010; Pham & Ton, 2009)

The findings emphasize the need for improvements in the content of textbooks and instructional materials used in translation courses By incorporating more engaging and relevant materials, students can develop subject-specific knowledge and enhance their understanding of related disciplines within the curriculum However, it is important to consider the appropriate learning phase for the use of authentic texts Li

(2013) points out that authentic texts are more suitable for advanced level students For students in their first translation course, materials should be adapted to improve their translation and bilingual competence (Li, 2013)

In terms of the students‟ evaluation of assessment , half of participants agree with the content and the method of testing are in line with the objectives of the courses More specifically, they revealed a positive reception of the diverse approaches utilized, including newsblog, groupwork portfolios, written tests, and presentations These varied assessment opportunities were well-received as they provided students with the chance to enhance their performance and alleviate stress However, some students expressed the need for more time allocated to final tests, advocating for an extension from the current 60-minute duration to 90 minutes

This finding is in line with Rico's (2017) experiment utilizing ePortfolios as an instructional tool emphasized the facilitation of collaborative interactions and the promotion of learner autonomy through the sharing of experiences with peers both inside and outside the classroom

The implementation of the blog project evoked mixed reactions among students While some found the process of designing blogs challenging, others successfully completed the E-commerce subject without encountering technical difficulties However, certain groups were noted to heavily rely on Google Translate for their blog content without making necessary edits or revisions Students also mentioned the time-consuming nature of searching for appropriate texts to translate The use of Google Translate was attributed to feelings of being overwhelmed Additionally, a teacher acknowledged this reliance on machine translation as the primary reason for the overuse of Google Translate among students for their Newsblog entries, as supported by Alsalem (2019), who cautioned against introducing or allowing its use at the elementary stages of translation training

4.2.3 Research question 3: Learners’ obstacles and achieved learning outcomes

The analysis of the data reveals that students demonstrated positive learning outcomes upon completing the translation course, encompassing the acquisition of terminologies, practical knowledge, translation skills, and groupwork abilities These positive outcomes were further confirmed by the students' scores in translation I and translation II final assessments, providing evidence of the course's effectiveness

From learner‟s perspectives, difficulties in learning translation subjects include translation skills, grammar and vocabulary problems, time constraint and the absence of electronic dictionaries First of all, translation skills, particularly in achieving smooth and natural translations, posed a formidable task for learners Limited grammar and vocabulary, coupled with insufficient background knowledge on certain topics, resulted in misinterpretation and inaccurate translations It is imperative that students need to invest extra effort in refining these areas Participants in the interview highlighted the difficulty of translating texts from English to Vietnamese, as it required conveying ideas effectively in their mother tongue, which they recognized as a pressing need for vocabulary expansion

CONCLUSION & RECOMMENDATIONS

Recommendations

The evaluation of teaching and learning translation subjects reveals valuable insights into the extent to which outcome standards are met

This study aimed to evaluate the teaching and learning of translation subjects based on various factors such as learner outcomes, teaching methods, assessment, syllabus and learning materials, as well as the challenges encountered by teachers and learners The analysis of the gathered data revealed a generally positive evaluation of the translation courses and highlighted several areas of strength and improvement Based on the findings of this study, several recommendations can be made to further enhance the teaching and learning of translation subjects:

 Provide opportunities for professional development and training for translation teachers to update their knowledge and teaching methods This can be done through allocating funding for workshops, conferences, and collaboration with industry professionals

 Allocate sufficient resources to support the integration of technology in the classroom (technology infrastructure, video recording tools, multimedia authoring tool, …) In the current situation, efforts should be made to ensure reliable internet connections for seamless use of technology-based tools and applications It is recommended that the Department of Education and Training at BAV consider organizing translation classes in well-equipped facilities such as D2.501 and D2.601 These locations offer the advantage of reliable and strong internet WiFi signals, ensuring that translation teachers can fully utilize online resources and technology during their classes

 Conduct regular evaluations and assessments of the translation program to identify areas for improvement and implement necessary changes based on feedback from students and teachers

 Change the duration of the translation subject to 16 weeks per semester, providing students with more time to engage with the material, enhance their translation abilities

 Collaborate with translation professionals and industry experts to incorporate real-life translation projects and authentic materials into the curriculum This will provide students with practical experience and exposure to different translation genres

 Offer workshops and seminars on specialized translation topics to enhance students' terminological knowledge and skills, preparing them for specific domains in the translation field

 Alleviate the heavy workload for teachers at FFL, it is recommended to consider assigning a maximum of two different subjects to each teacher Currently, teachers are burdened with the responsibility of handling four to five subjects, which can negatively impact their ability to fully develop their expertise and reach their maximum potential By allowing translation teachers and other educators to concentrate on their respective areas of expertise, they will be able to dedicate more time and energy to honing their skills and delivering high-quality instruction This focused approach not only benefits the teachers themselves but also enhances the overall quality of education provided at FFL

 Continuously update their knowledge and skills in translation through professional development activities, such as attending conferences, workshops, and training programs This will enable teachers to stay abreast of the latest developments in the field and incorporate them into their teaching

 Select a wide range of diverse and authentic materials that cater to different language proficiency levels to ensure that students are exposed to various translation genres and challenges

 Provide guidance and support to students in developing effective translation strategies and techniques, including the use of electronic dictionaries and other relevant resources Teachers should encourage critical thinking and analysis during the translation process

 Provide constructive feedback and personalized guidance to enhance students' translation skills However, considering the large class size of around 40-45 students, providing individual feedback for each student can be overwhelming for teachers

Instead, teachers can select a few translated texts for error analysis and offer constructive feedback based on those samples This approach allows teachers to address common errors and provide valuable guidance while managing their workload effectively Additionally, offering one-on-one consultations can be beneficial in addressing specific learning needs and providing personalized support to students

 Enhance the assessment process for translation texts, it is advisable to utilize a more comprehensive rubric (ATA) error framework for marking (2013) is highly recommended as it provides a detailed and standardized approach to evaluating translations

 Adopt new teaching method such as task-based method Li's (2013) emphasizes that this method can greatly enhance the teaching of translation This approach consists of six stages: Pre-task Stage, Task Stage, Reporting, Analysis, Revision, and Reflection By incorporating these stages into the teaching process, students are actively engaged in practical translation tasks, followed by critical analysis, revision, and reflection

 Adopt Flipped learning as a measure to cope with the reduction in translation‟s time for training Flipped learning involves shifting the traditional classroom activities, such as lectures and knowledge dissemination, to outside the classroom through pre-recorded videos or online resources In-class time is then dedicated to interactive and collaborative activities, such as discussions, problem- solving, and hands-on translation practice This approach maximizes the efficiency of limited training time by allowing students to engage with the course content before class and utilize in-class time for active learning and practical application of translation skills Several studies on flipped learning have shown positive outcomes Tsai and Tsai (2014) found that after eight weeks, participants' perceptions and confidence levels improved based on questionnaire and interview data Zhang (2016) reported high learner engagement with the approach, as it facilitated pre-class preparation Ling (2017) observed that the majority of respondents in a Chinese translation class expressed improvement in various aspects of their translation abilities These findings collectively highlight the benefits of flipped learning in enhancing learners' perceptions, confidence, and translation skills

In the upcoming academic year, K24 students will be intructed the new translation course This subject is designed to introduce students to the foundations of translation, encompassing both theoretical and practical components The theoretical segment covers essential knowledge about translation, including basic concepts and effective translation strategies

Based on these findings, it can be concluded that the overall content design of the new translation subject is highly appropriate However, with the reduction of credits from 6 to 3, it is crucial to demand teachers to provide more input and ensure the efficient use of class time To optimize the learning experience and outcomes for students, the following recommendations are worth considering

 Transform the blog project into a formative assessment tool, providing ongoing feedback and progress monitoring for students

 Encourage students to collect and share learning materials related to translation topics, promoting self-directed learning and expanding their knowledge base

 Modify group work project (as an assessment instrument) to focus on error analysis in translated tasks, promoting collaborative identification and correction of mistakes

 Prioritize vocabulary acquisition, especially in technological and specialized terms, through interactive activities like Game, Quizzie, …

 Design textbooks with an increased number of tasks, each with shortened texts (around 200-250 words) to allow focused practice of translation techniques

 Structure tasks to ensure interconnectivity and progression from low to high difficulty levels, facilitating gradual development of translation competence 5.1.4 Students

 Actively engage in self-directed learning by practicing translation outside the classroom This can involve translating texts of interest, collecting and translating documents, and reading translated works to expand vocabulary and cultural knowledge

 Develop effective time management and organization skills to better handle the workload and meet assignment deadlines This includes setting priorities and allocating sufficient time for revision and editing

 Seek assistance and clarification from teachers whenever faced with challenges or difficulties in translation tasks Regular communication and feedback are essential for addressing concerns and improving performance

Limitations of the Study

This research study is not exempt from its inherent limitations Firstly, it relies on self-reported data acquired through surveys and interviews, potentially introducing response biases and restricting its broader applicability Furthermore, the study's focus on a specific cohort of students and translation teachers might not be entirely representative of the broader population or the broader context of translation education The study's specific time frame may also limit its ability to capture long- term effects or evolving dynamics over time

Another notable limitation is the absence of gender-specific data for the study participants Despite the relatively low representation of male students within the context of FFL (comprising only 13% of all K23 students, with 19 males out of 150 students), the lack of gender data raises concerns about potential gender bias in the study's results Additionally, the failure to analyze and report any gender-specific effects or differences curtails our comprehensive understanding of how gender influences the research topic Future research endeavors should address these limitations to enhance the transparency, validity, and broader applicability of their findings

Within our research, challenges were encountered in accurately ascertaining the final scores of K23 students These difficulties arose from the consolidation of K23 students from diverse cohorts, introducing complexities in the calculation of their final scores As a consequence, providing an exact figure for the final scores of K23 students is beyond the scope of this study

Further Studies

To build upon the findings of this study, it is essential to acknowledge the areas that require further investigation Subsequent research endeavors should take into account the following considerations:

Firstly, it would be valuable to investigate the effectiveness of specific teaching methods and techniques in improving translation skills and enhancing learner outcomes This could involve analyzing the impact of different instructional approaches, such as project-based learning, case studies, or immersive learning experiences, on students' translation abilities and overall performance

Secondly, exploring the use of technology-based tools and applications in translation education is an area of great interest Research could focus on assessing the impact of various technological resources, such as translation software, online databases, and mobile applications, on students' learning experiences and their translation quality Understanding how these tools can be effectively integrated into the curriculum can contribute to more efficient and accurate translation practices

Moreover, undertaking comparative studies involving diverse institutions or countries can provide a more extensive viewpoint on approaches and results in translation education By scrutinizing disparities in curriculum design, teaching methodologies, and assessment practices, it becomes possible to pinpoint effective models and exemplary methods that can be disseminated and applied across various educational contexts

Additionally, gaining access to alumni of the FFL to investigate their post- graduation evaluation of achieved learning outcomes, and obtaining insights from FFL leaders to understand the macro-level perspective of the matter, can enhance the overall comprehension of the effectiveness of the translation subject

Last but not least, investigating whether male and female students have different beliefs, expectations, or confidence levels regarding their translation abilities and how these perceptions may affect their learning experiences and outcomes.

Conclusion

In summary, our research underscores the profound significance of several key determinants in the successful delivery of translation education First and foremost, the unwavering dedication and enthusiasm exhibited by teachers emerged as a critical factor that significantly influences the quality of education in translation Their commitment to the subject matter and their pedagogical approach appeared to be instrumental in fostering an engaging and productive learning environment

Moreover, the study highlighted the paramount role of effective teaching methods, diverse assessment strategies, and the judicious selection of learning materials These elements, when skillfully integrated, not only enhance the comprehensibility and efficacy of translation courses but also ensure a more holistic and enriching educational experience Our findings emphasize the value of incorporating a multifaceted approach to teaching and assessment, catering to diverse learning styles and needs among students

However, amidst these positive outcomes, several challenges came to the fore The limited availability of professional development opportunities for translation educators was a notable concern Continuous improvement in teaching practices and the ever-evolving landscape of translation require ongoing training and development, which, when addressed, could lead to further enhancements in the quality of education provided

Additionally, the presence of students with varying language proficiency levels presented a distinct challenge Addressing the diverse linguistic backgrounds and competencies of students necessitates tailored teaching approaches, creating a dynamic and potentially complex classroom environment

Lastly, difficulties in sourcing appropriate translation materials were observed Access to high-quality, up-to-date resources that align with the curriculum is paramount in delivering an effective educational program The identification and provision of suitable materials are areas where educational institutions and teachers must continue to invest time and effort

In spite of these challenges, it is imperative to underscore that the overall outcomes of the translation courses were remarkably positive The students exhibited significant improvements in critical domains such as terminological knowledge, practical understanding, translation skills, and the development of effective groupwork abilities This affirms the fundamental value and potential of translation education, providing a strong foundation for further refinements and enhancements to meet the evolving needs and aspirations of both educators and learners in this field

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