Exploring translation students’ feedback literacy

Notes on a teaching experiment


  • Minna Ruokonen Itä-Suomen yliopisto




feedback, feedback literacy, translation pedagogy


Feedback literacy, or the ‘ability to understand, utilise and benefit from feedback processes’ (Molloy et al. 2020, 528) is arguably crucial for developing into an expert professional translator. Yet translation-pedagogical research is only beginning to address students’ engagement with feedback. This discussion article introduces the concept of feedback literacy and reports on a teaching experiment where the concept was applied on a course on authorised translation for MA students (n=8). The aim is to explore 1) whether the concept of feedback literacy can be useful in translation teaching and 2) how translation students who have not been systematically instructed in feedback literacy perceive feedback use and whether there are indications of feedback literacy in their reflections. The results suggest that while the students seem to have developed some aspects of feedback literacy without systematic instruction in it, it could be fostered further by integrating the concepts of feedback and feedback literacy into translation courses. At the same time, the current models of feedback literacy appear partly unnecessarily complex for pedagogical purposes and partly bypass some important questions, so further investigation of how to develop and apply them is needed.


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