This study investigates the effectiveness of online collaborative learning in cultivating students’ translation technology skills and critical thinking skills within a semester-long experimental course. The research employed a quasi-experimental design, randomly dividing two class units of 59 student translators into two groups. The experimental group was exposed to a series of online collaborative learning activities, whereas the control group received traditional teaching methods. Results indicated that the experimental group demonstrated significant improvements in both translation technology skills and critical thinking abilities compared to the control group. This finding aligns with previous research emphasizing the importance of critical thinking in translation education and highlights the unique advantages of online collaborative learning in enhancing student translators’ comprehensive abilities.
Cite this paper
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