A STUDY ON THE IMPACT OF THE COLLABORATIVE TEACHING MODEL OF THE “TRANSLATION PRACTICE” COURSE AT GUANGXI UNIVERSITY OF FOREIGN LANGUAGES ON TRANSLATION

บทคัดย่อ

The objectives of this study are: 1) to explore the impact of the collaborative teaching model on students’ translation abilities in the Translation Practice course; 2) to analyze the effects of the model on the sub-dimensions of language proficiency, translation competence, and translation literacy; 3) to examine the relationships among cooperative learning atmosphere, task design, teacher guidance and feedback, and translation ability; and 4) to propose effective strategies for improving translation instruction through collaborative learning. This research adopts a quasi-experimental design with a comparative control method. The population consists of English majors from Guangxi University for Foreign Languages, and the sample comprises 140 students from the 2022 cohort, divided equally into an experimental group (collaborative teaching model) and a control group (traditional teaching model). Data were collected using standardized translation tests and a self-designed questionnaire, and analyzed through SPSS 26.0 using descriptive statistics, independent-samples t-tests, correlation, and regression analysis.

         The research results show that: 1) the experimental group significantly outperformed the control group in translation ability (M = 83.90 vs. 74.47, t = 22.06, p < .001); 2) the collaborative teaching model positively influenced all sub-dimensions of translation ability, with the greatest improvement in translation literacy (M = 3.55); 3) strong positive correlations were found among the cooperative learning atmosphere, task design, teacher feedback, and translation ability (r > .80, p < .01); and 4) regression analysis confirmed that the collaborative teaching model significantly predicted translation performance (β = .961, R² = .922, p < .001). The study concludes that the collaborative teaching model substantially enhances students’ translation performance by fostering peer interaction, effective task engagement, and reflective teacher feedback. Recommended strategies include strengthening task authenticity, refining feedback mechanisms, and cultivating supportive cooperative learning environments to improve translation pedagogy in higher education.