Cooperative Experiential Learning in a Flipped Translation Classroom

Abstract

This research aims to investigate the perception of English as a Foreign Language (EFL) learners on cooperative experiential learning in a flipped translation classroom. Translation competence is seen as one of the essential language skills to acquire for English. In order to facilitate learners in developing translation skills, a learner-centered instruction integrating cooperative learning with experiential learning was implemented. A total of 13 English majors taking a required translation course at a university in Taiwan participated in the research. Data were collected from semi-structured interviews and analyzed systematically using a qualitative conductive approach. Results showed that the participants encountered different obstacles when translating from English to Chinese and vice versa. The findings indicated that this flipped translation classroom enables learners to actively engage in the translation process and elevate the learning process from lower order thinking to higher order thinking. Pedagogical implications are suggested and research implications are also provided for future studies.