USING A RETROSPECTIVE SURVEY AS A TOOL FOR GUIDED REFLECTION IN THE TRANSLATION CLASSROOM
USING A RETROSPECTIVE SURVEY AS A TOOL FOR GUIDED REFLECTION IN THE TRANSLATION CLASSROOM

Summary/Abstract: This research aims to develop and verify the structure and content of a retrospective survey focused on both the translation process and product, designed to support students’ guided reflection in the translation classroom and foster the development of their metacognitive awareness. The survey consists of 26 open- and closed-ended questions intended to guide students through the translation task and encourage their active reflection on its process, product, and impact on the development of their translation skills. Mixed-methods research was carried out in the spring semester of the 2020-2021 academic year at Poltava University of Economics and Trade (Ukraine) and involved 40 third-year students majoring in Translation. Sample Group 1 engaged in self-reflection on their out-of-class translation performance through extensive group discussions accompanied by target text revision. In contrast, Sample Group 2 first completed a retrospective reflective survey, submitted it together with their target texts, and then participated in brief group discussions based primarily on the analysis of their survey responses and the quality of their translations. The research results revealed a statistically significant difference between the two groups in both the development of metacognitive awareness and translation proficiency. The systematic use of the retrospective survey led to improved translation performance and higher levels of metacognitive awareness among students by the end of the study.

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