Theoretically informed students’ worksheet based on metacognitive strategies for a translation course

Abstract

This study explores the necessity of equipping tertiary education students in Translation Studies with effective learning tools, particularly through the integration of metacognitive strategies. Acknowledging the persistent relevance of translation in the context of English as a Second Language (ESL) amidst advancements in machine translation, the research emphasizes the importance of contextual accuracy, idiomatic expressions, and cultural nuances in translation tasks. The study highlights the urgency for improved translation skills in the curriculum of English education programs in Indonesia, aligning educational outcomes with vocational needs. To address gaps in students' understanding and proficiency in translation strategies, this research develops a theoretically informed worksheet designed to enhance metacognitive skills. Through a qualitative methodology comprising observations, needs analysis, and focus group discussions, the research systematically applies the ADDIE model to design and refine the worksheet. Findings indicate that incorporating metacognitive strategies significantly enhances students' translation competencies by fostering self-regulation, critical reflection, and effective learning. The study concludes that metacognitive awareness is crucial for translation competence, advocating for the integration of such strategies into the curriculum to prepare students for the complexities of real-world translation challenges. Future research directions are suggested to further enhance pedagogical approaches in Translation Studies.