Translation students’ peer feedback for learning English for Specific Purposes (ESP). Findings from a case study in Lithuania

Authors

  • Nijolė Burkšaitienė Department of Translation Studies, Institute for Literary, Cultural and Translation Studies, Faculty of Philology, Vilnius University

DOI:

https://doi.org/10.15503/jecs2022.1.173.187

Keywords:

peer feedback, English for Specific Purposes (ESP), presentations, translation studies, higher education

Abstract

Aim. The use of feedback (including peer-generated feedback) for learning has been widely investigated across many fields of study, however, no research into its use in Translation studies has been conducted yet. To fill in this gap, the present small-scale study was carried out at a university in Lithuania. It investigated undergraduate translation students’ feedback on their peers’ ESP oral performance by addressing the main research question: what areas are identified as those that need further work on?

Methods. The present research was conducted with the participation of 42 undergraduate students who were majors in Translation studies. To carry out the research, qualitative methodology was chosen. The data were drawn from the study participants’ feedback sheets and investigated using inductive content analysis.

Results.  The study resulted in the identification and detailed description of four major categories and ten subcategories that reflect the areas that call for further work on, including the study participants’ presentation content, the use of language, presentation delivery mode, and the use of slides.

Conclusion. The findings lead to the conclusion that peer feedback, as used in this study, can be viewed as a tool providing its receivers with an opportunity for learning as it supports and directs them toward further improvement.

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Author Biography

Nijolė Burkšaitienė, Department of Translation Studies, Institute for Literary, Cultural and Translation Studies, Faculty of Philology, Vilnius University

Nijolė Burkšaitienė, dr., Ph.D (Education Sciences), is a professor, researcher and translator, expert of the European Commission on Quality teaching in higher education and on Validation of adults’ non-formal and informal learning in higher education, expert of the Research Council of Lithuania. Her research interests: interdisciplinary research into teaching and learning ESP, creativity and translation studies, discourse analysis, assessment and evaluation in higher education, technology-enhanced teaching and learning in higher education, and validation of non-formal and informal learning in higher education.

She is author and co-author of over 50 research articles, (co)author of six international and national books and book chapters, (co)author of five ESP workbooks, co-editor of an international volume on ESP, co-translator of three monographs from English into Lithuanian and from Lithuanian into English.

Internships: Bibliothèque nationale de France, site François-Mitterrand (France, 2019), Universidad Complutense de Madrid (Spain, 2017), Charles University (Prague, Czech Republic, 2017), Central Lancashire University (Preston, UK, 2016).

EU-Awarded Grants / Internships: University of Westminster (London, UK, 2013), Institute of Education (London, UK, 2007), La Rochelle University (France, 2006), SOARS of University of London (UK, 2005), Institute of Applied Language Studies (Edinburgh University, UK, 2001).

Awards: Letter of Commendation of  Erasmus National Agency for Strengthening the International Dimension in Higher Education in Lithuania (2012).  

Nijolė Burkšaitienė has created, implemented and supervised a number of linguistic and lifelong learning projects supported by the EU Structural Funds and the European Commission. She also acts as a member of editorial boards and a reviewer of four research journals in Lithuania and abroad.

ORCID iD: https://orcid.org/0000-0003-3806-3392

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Published

2022-06-30

How to Cite

Burkšaitienė, N. . (2022). Translation students’ peer feedback for learning English for Specific Purposes (ESP). Findings from a case study in Lithuania. Journal of Education Culture and Society, 13(1), 173–187. https://doi.org/10.15503/jecs2022.1.173.187