http://hdl.handle.net/11089/41016 Sun, 05 Apr 2026 21:22:39 GMT 2026-04-05T21:22:39Z http://hdl.handle.net/11089/41092 How Incorporating Deliberate Practice in Work Placement May Contribute to Developing Expertise in Translators Sadza, Agata The article explores some of the ways in which work placement that accompanies or follows academic instruction may contribute to stimulating trainee translators’ professional development. Inspired by general and profession-specific concepts and components of expertise proposed by researchers in the field of cognitive sciences and translation studies as well as her own experience as a translator, translation trainer, and work placement mentor, the author presents some of her observations and preliminary highlights of her ongoing research to emphasise how individualised support for trainees’ conscious effort in the course of work placement in a translation company may help novice translators hone their skills and at the same time assume responsibility for their own development, thus empowering them and setting them on track to become experts. In her considerations, the author refers to the minimal concept of translation expertise propounded by Muñoz Martín (2014) and to the notion of deliberate practice as posited by Ericsson et al. (1993) to propose how deliberate practice may be implemented as one of the significant elements of translation work placement in a student-centred course of learning, where various aspects of the actual workplace setting contribute to increased readiness for conscious effort in trainees. This paper may prove of use to translator trainers as well as work placement mentors/coordinators, both on the part of the academic institution, and within the organisation accepting trainees, when they shape or revise their curricula or work placement agendas. Wed, 30 Jun 2021 00:00:00 GMT http://hdl.handle.net/11089/41092 2021-06-30T00:00:00Z http://hdl.handle.net/11089/41091 Teachers’ Feedback and Trainees’ Confidence: Do They Match? Haro Soler, María del Mar Due to the COVID-19 pandemic, traditional face-to-face learning was suddenly replaced by online learning in universities all over the world. This sudden switch posed a wide variety of challenges to teachers and students. This paper focuses on one teaching practice, teachers’ feedback, and on a students’ form of self-perception, self-efficacy beliefs, both inherent to the teaching-learning process, whether it occurs in the classroom or a virtual environment. An action-research mixed-method study was performed to analyze how teachers’ feedback can impact translation students’ self-efficacy beliefs in three educational modes: face-to-face lessons, blended learning and online learning. This study was performed in two phases. Firstly, a quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode. Wed, 30 Jun 2021 00:00:00 GMT http://hdl.handle.net/11089/41091 2021-06-30T00:00:00Z http://hdl.handle.net/11089/41090 The Effect of Emotions on Translations Performance Kimovska, Sonja K.; Cvetkoski, Vladimir Macedonian L1) following their three step procedure: resiliency test, translation-bogus feedback-translation, self-reporting questionnaire. Following their recommendations (ibid.), the change in methodology involves using comparatively easier translation tasks. The paper aims to provide answers as to: the effect of positive and negative emotions on overall translation performance; the effect of positive and negative emotions on different aspects of translation performance (accuracy vs. creativity) and the role of the personality trait of resilience in regulating negative emotions. Wed, 30 Jun 2021 00:00:00 GMT http://hdl.handle.net/11089/41090 2021-06-30T00:00:00Z http://hdl.handle.net/11089/41089 Design Thinking as a Tool for Participatory and Transformative Translator Education Klimkowski, Konrad; Klimkowska, Katarzyna This article outlines the main tenets and the working cycle of Design Thinking, which is a problem-solving methodology. We argue that this methodology helps train qualities and skills that are particularly beneficial for students of translator education programmes. We recommend Design Thinking for translation teachers who subscribe to post-positivist, constructivist and other problem-based, participatory and collaborative educational approaches. The latter part of the article presents examples of classroom activities developed with the use of Design Thinking methodology. The activities focus mostly on communicative interactions between participants, since we believe that the major advantage of Design Thinking for the translation classroom is that it offers a structured scaffolding to improve classroom communication. Wed, 30 Jun 2021 00:00:00 GMT http://hdl.handle.net/11089/41089 2021-06-30T00:00:00Z