Vicarious learning in the translation classroom: How can it influence students' self efficacy beliefs?
Metadata
Show full item recordAuthor
Haro Soler, María del MarEditorial
English Studies at NBU
Materia
translator education Self-efficacy Beliefs vicarious learning Action research students’ perceptions mixed research
Date
2019-06-01Referencia bibliográfica
Haro-Soler, M. M. (2019). Vicarious learning in the translation classroom: how can it influence students’ self-efficacy beliefs? English Studies at NBU, 5(1), 92-113
Sponsorship
This study was funded by a research grant from the Spanish Ministry of Education, Culture and Sports. Grant number FPU13/03381 awarded from 2014 to 2018.Abstract
This action research study aims to analyse the ways in which vicarious learning, one of the sources of self-efficacy beliefs according to Social Cognitive Theory, can materialise in the translation classroom. To achieve this aim, a mixed methodological approach was adopted based on the following techniques: the interview, the survey, classroom observation and focus groups. Results show that vicarious learning took place in the translation classroom where this study was performed both through the students’ comparison with professional translators and between peers. More particularly, a collaborative learning environment and practices such as the presentation of translation projects by the students, role-plays or discovering the careers of previous graduates favoured vicarious learning and thus positively influenced the participant students’ self-efficacy beliefs, according to their perception. The results obtained contribute to shedding light on some ways to incorporate students’ self-efficacy beliefs in translator education, satisfying the need underlined by several authors.