Search

An Empirical Study on Improving Literature C-E Translation Proficiency: From Perspective of Self-efficacy and Critical Thinking

Author(s)

Jiajia Xu*

Affiliation(s)

Fuzhou University of International Studies and Trade, Fuzhou, Fujian, China *Corresponding Author.

Abstract

This study investigated the relationships between self-efficacy, critical thinking, foreign language enjoyment (FLE), and Chinese-to-English (C-E) translation proficiency in translation majors, aiming to optimize educational practices and boost student performance. Employing a quantitative approach, 276 college students majoring in translation were assessed using various measurement tools and statistical analyses. The results indicated that lower self-efficacy was associated with moderate FLE and slightly moderated critical thinking. Notably, personal FLE and classroom climate-related FLE exhibited significant positive correlations with C-E translation proficiency, while teacher-related FLE did not significantly impact proficiency. Furthermore, both individual FLE and classroom climate-related FLE mediated the relationship between self-efficacy, critical thinking, and C-E translation proficiency. These findings underscore the importance of self-efficacy, a positive classroom environment, personal FLE, and critical thinking in enhancing translation skills, offering practical insights for improving teaching strategies and fostering student proficiency.

Keywords

Positive Psychology; Self-Efficacy; Foreign Language Enjoyment; Critical Thinking; Literature c-e Translation Proficiency

References

[1] Zyl, L. E., Gaffaney, J., van der Vaart, L., Dik, B. J., & Donaldson, S. I. (2023). The critiques and criticisms of positive psychology: A systematic review. The Journal of Positive Psychology, 1-30. [2] Shao, K., Nicholson, L. J., Kutuk, G., & Lei, F. (2020). Emotions and instructed language learning: Proposing a second language emotions and positive psychology model. Frontiers in Psychology, 11, 2142. [3] Kundu, A. (2020). Toward a framework for strengthening participants' self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351-370. [4] Rabin, E., Henderikx, M., Yoram, M. K., & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119-131. [5] Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In Advances in motivation science (Vol. 8, pp. 153-179): Elsevier. [6] Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19-37. [7] Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34-49. [8] Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359-373. [9] Vattøy, K.-D., & Smith, K. (2019). Students' perceptions of teachers' feedback practice in teaching Literature C-E Translation proficiency as a foreign language. Teaching and Teacher Education, 85, 260-268. [10] Csizér, K., Albert, Á., & Piniel, K. (2021). The interrelationship of language learning autonomy, self-efficacy, motivation and emotions: The investigation of Hungarian secondary school students. In Investigating individual learner differences in second language learning (pp. 1-21): Springer. [11] Ávila-López, J., & Espejo-Mohedano, R. (2022). Second language reading and self-efficacy in bilingual and musical instruction. A study of reading ability. International Journal of Bilingual Education and Bilingualism, 25(8), 3084-3097. [12] Akamatsu, D., Nakaya, M., & Koizumi, R. (2019). Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behavioral Sciences, 9(12), 128. [13] Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary educational psychology, 61, 101859.