1- Lecturer in Translation Studies, Translation Studies Department, Jahrom University, Jahrom, Iran , elhamrajabdorri@gmail.com
2- Assistant Professor, Translation Studies Department, Jahrom University, Jahrom, Iran
2- Assistant Professor, Translation Studies Department, Jahrom University, Jahrom, Iran
Abstract: (41 Views)
Objective: This study examined the effect of a flipped classroom model on the development of metacognitive awareness among translation students—an area that has received limited attention in translator education.
Methods: A mixed-methods, quasi-experimental design was employed with 38 undergraduate students enrolled in a journalistic translation course at Jahrom University. Participants were assigned to either an experimental group receiving flipped instruction or a control group receiving traditional instruction. Data collection combined pre- and post-intervention scores from the Metacognitive Awareness Inventory (MAI) with qualitative insights from thematic analysis of interviews and classroom observations.
Results: Quantitative analyses revealed statistically significant improvements (p < .05) in all MAI subcomponents for the flipped classroom group, encompassing both knowledge of cognition (declarative, procedural, conditional) and regulation of cognition (planning, monitoring, evaluation). The largest effect sizes were observed in debugging strategies (Δ = 0.35) and evaluation (Δ = 0.32). The control group demonstrated minimal gains. Qualitative findings supported these results, indicating that flipped instruction fostered enhanced self-regulation, strategic planning, and active engagement through pre-class preparation, peer feedback, and reflective in-class activities. While some students initially encountered time management challenges, they reported increased autonomy and cognitive control over time.
Conclusions: The flipped classroom model effectively enhanced metacognitive skills in translation training, bridging theoretical learning with practical application. These outcomes highlight its value for developing the reflective and cognitive competencies essential for professional translation. Integrating flipped instruction into translator education curricula is recommended, with further research needed to compare its impact against other active learning approaches.
Methods: A mixed-methods, quasi-experimental design was employed with 38 undergraduate students enrolled in a journalistic translation course at Jahrom University. Participants were assigned to either an experimental group receiving flipped instruction or a control group receiving traditional instruction. Data collection combined pre- and post-intervention scores from the Metacognitive Awareness Inventory (MAI) with qualitative insights from thematic analysis of interviews and classroom observations.
Results: Quantitative analyses revealed statistically significant improvements (p < .05) in all MAI subcomponents for the flipped classroom group, encompassing both knowledge of cognition (declarative, procedural, conditional) and regulation of cognition (planning, monitoring, evaluation). The largest effect sizes were observed in debugging strategies (Δ = 0.35) and evaluation (Δ = 0.32). The control group demonstrated minimal gains. Qualitative findings supported these results, indicating that flipped instruction fostered enhanced self-regulation, strategic planning, and active engagement through pre-class preparation, peer feedback, and reflective in-class activities. While some students initially encountered time management challenges, they reported increased autonomy and cognitive control over time.
Conclusions: The flipped classroom model effectively enhanced metacognitive skills in translation training, bridging theoretical learning with practical application. These outcomes highlight its value for developing the reflective and cognitive competencies essential for professional translation. Integrating flipped instruction into translator education curricula is recommended, with further research needed to compare its impact against other active learning approaches.
Keywords: Flipped Classroom, Metacognitive Awareness, MAI, Translator Training, Mixed-Methods, Pedagogical Practices
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/07/25 | Accepted: 2025/05/26
Received: 2024/07/25 | Accepted: 2025/05/26
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
