The how and why of written corrective feedback modalities in translation training

Abstract

Although feedback processes play a fundamental role in formative assessment, empirical studies on the topic are still sparse. The goal of the present study is to describe the modalities of corrective written feedback that are employed by a group of eleven teachers of either general or specialized translation in a university-level translation training programme, with attention also paid to how these teachers justify their use of one or the other modality. Data was gathered from these teachers by means of in-depth interviews, which were then transcribed and analysed. The results show that these teachers fully recognise the important role of feedback in the training of future translators and thus employ a variety of feedback modalities: grading, directive correction, colour-coding, symbols, letter-coded rubrics, overall comments, and specific comments. Regardless of the modality employed, however, the focus of feedback as employed by this group of professionals continues to be on pointing out errors in a finished product and therefore cannot be regarded as dialogic in nature. Therefore, the results of the study point to the need to rethink the pedagogical practice related to written feedback to make it more formative.