PjBL in the translation classroom: a study of student perceptions

Although not new to many fields, project-based learning was introduced to translation pedagogy a little more than two decades ago. As a constructivist student-centred approach, it may prove to be more suited to the nature of translation than traditional teacher-centred approaches. The current study set out to examine the perceptions of undergraduate translation students regarding the project-based learning approach. The study’s aim was threefold: (1) examining the overall attitudes of translation students regarding project-based learning as well as their views on its impact on developing their translation competence, (2) determining whether translation students prefer translation projects over translation exams, and (3) identifying the advantages and challenges of project-based learning. To achieve these aims the researcher conducted a case study and data were collected from 58 senior undergraduate translation students enrolled in an advanced translation course using a questionnaire designed for the purpose of the study. The findings indicated that the students had overall positive attitudes towards project-based learning, preferred translation projects over translation exams, and believed project-based learning contributed to the development of their translation competence. The study also identified some advantages and challenges related to the project-based learning approach, and it yielded several pedagogical implications.