Learning from Writing Reflective Learning Journals in a Theory-based Translation Module

Abstract

This paper reports on an action research project intended to engage undergraduate translation students in learning translation theories. Students were guided to write reflective learning journal entries as part of their assessment in a translation theory-based module. Two questionnaires were designed to elicit data, mainly in terms of students’ perception of translation theories, both at the beginning and at the end of the term, and students’ experiences of writing reflective learning journals. The data suggests that most students seem to think of translation theories as guidelines, methods or techniques, both at the beginning and at the end of the term, even though they also claim that writing reflective learning journals changes the way they view translation theories to a certain extent and, consequently, helps them to learn these theories. This study demonstrates that with careful design and instruction, the educational value of learning journals can be successfully applied to a theory-based module within a subject area that is not traditionally practice- or vocation-oriented in higher education.