| Author: | Xu, Jin |
| Title: | The efficacy of e-problem-based learning on translation performance and learning motivation of Chinese EFL learners |
| Advisors: | Li, Dechao (CBS) Yao, Yuan (CBS) |
| Degree: | DALS |
| Year: | 2025 |
| Subject: | Translating and interpreting -- Study and teaching (Higher) -- China Problem-based learning Computer-assisted instruction Motivation in education Hong Kong Polytechnic University -- Dissertations |
| Department: | Faculty of Humanities |
| Pages: | xii, 197 pages : color illustrations |
| Language: | English |
| Abstract: | This study investigates the effects of electronic Problem-Based Learning (e-PBL) on translation performance and learning motivation among Chinese English-as-a-Foreign-Language (EFL) learners, with a secondary focus on exploring the relationship between motivational factors and translation outcomes. A mixed-methods design integrating quantitative and qualitative data was employed as a methodological innovation, enabling both outcome measurement and explanatory insights. The integration of e-PBL, characterized by technology-driven, student-centered, and problem-solving approaches, addresses gaps in translation education, particularly the limitations of lecture-based instruction. Translation as a discipline demands both theoretical knowledge and practical application, making it an ideal domain for the adoption of e-PBL to foster motivation and enhance performance. Translation plays a pivotal role in fostering cross-cultural communication and linguistic proficiency. However, traditional methods of teaching translation sometimes fail to engage students meaningfully or to bridge the gap between theoretical knowledge and real-world application. PBL, rooted in constructivist learning theories and designed to cultivate problem-solving skills, has demonstrated success in disciplines such as medicine, engineering, and business. E-PBL, which incorporates problem-based learning with digital tools and online platforms, offers a promising avenue for enhancing translation pedagogy. Despite the proven efficacy of PBL in other fields, its application in translation studies remains underexplored and has received limited empirical attention. The motivation for this study stems from the need to fill this research gap in the application of e-PBL to translation pedagogy. By examining its impact on both translation performance and learner motivation, this research aims to explore how technology-enhanced problem-based learning can address the challenges of traditional translation teaching methods. The significance of this study lies in its potential to contribute to more effective teaching strategies in translation education, with broader implications for integrating digital tools into language learning. Additionally, this research employs a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive view of e-PBL's impact on learning outcomes. While most studies on PBL effectiveness focus on quantitative analysis, this approach offers a more comprehensive understanding by capturing both measurable performance and students’ subjective experiences. A mixed-methods approach, combining quantitative and qualitative analyses, was employed to comprehensively investigate the following research questions: (1) Is e-PBL more effective in promoting EFL learners’ overall translation performance compared with the traditional teaching method? (2) Is e-PBL more effective in promoting five linguistic aspects of translation performance, namely accuracy of meaning transfer, quality of expression (grammar/syntax), cohesion, register, and vocabulary/terminology, compared with the lecture-based group? (3) Is e-PBL more effective in promoting Chinese EFL learners’ motivation to study translation compared with the traditional teaching method? (4) What is the relationship between translation learning motivation and translation performance? (5) What are the Chinese EFL translation learners’ overall perceptions about their e-PBL learning experience? Conducted over a 14-week period at a vocational university in East China, this study involved 216 second-year English majors enrolled in a Practical Chinese-English Translation course. Participants were randomly assigned to an experimental group (e-PBL) and a control group (lecture-based instruction). The instructional intervention for the experimental group centered on solving 18 ill-structured, real-world translation scenarios via the Superstar e-learning platform, while the control group followed a traditional lecture-based curriculum. In this research, five instruments were utilized during the data collection period. Pre- and post-test translation assessments, and translation assessment rubrics were used to measure students’ overall translation performance and translation performance across five linguistic dimensions (accuracy, fluency, cohesion, terminology, and register). Motivation questionnaires were used to assess learners’ intrinsic, extrinsic, and amotivation levels. For the quantitative data analysis, to answer RQ1 and RQ2, a Mixed Model ANOVA was conducted to determine whether e-PBL could result in better overall learning performance and improved performance across the five linguistic aspects. Additionally, the Motivation in Learning Translation Questionnaire was analyzed using Mixed Model ANOVA to assess the impact of PBL on students' learning motivation. To address Research Question 4, the relationship between translation learning motivation and translation performance was examined through correlation analysis and Structural Equation Modeling (SEM) path analysis. Qualitative research instruments such as semi-structured interviews and non-participant observations were also adopted to triangulate the quantitative data and gain a more accurate understanding of how e-PBL influences learners’ translation performance and motivation, as well as the relationship between students’ translation performance and learning motivation. Quantitative analyses revealed that although both groups improved, the e-PBL group achieved significantly higher overall translation scores, particularly in accuracy, grammar/syntax, and fluency, while vocabulary/terminology and register/context showed no significant between-group difference. Qualitative feedback indicated that authentic problem scenarios, teamwork, and scaffolding enhanced translation performance, but learners reported the need for more explicit instruction and greater exposure to target-language input for vocabulary and register development. Motivation results showed that the e-PBL group experienced significant gains in intrinsic motivation (IMK, IMA, IMS) and identified regulation, alongside a notable reduction in amotivation, whereas the lecture group showed no significant changes; by contrast, introjected and external regulation (EMIN/EME) showed little or no change. Qualitative accounts suggested that because e-PBL emphasizes self-directed learning, motivation based on guilt or external rewards was less prominent, while autonomy-, competence-, and relatedness-supportive features of e-PBL underpinned the observed increases in intrinsic motivation and identified regulation. Correlation and structural equation modeling further demonstrated that intrinsic motivation strongly predicted translation performance across all dimensions, identified regulation also exerted a positive (though more modest) effect, and amotivation had significant negative associations with performance. This study confirmed a strong correlation between intrinsic motivation and higher translation proficiency, emphasizing the importance of satisfying psychological needs for autonomy, competence, and relatedness. Students’ perceptions of e-PBL were largely positive, highlighting the value of real-world tasks, collaboration, and flexible access to materials, while also revealing individual differences: self-regulated learners thrived, whereas structure-oriented learners found the approach demanding without additional scaffolding. This research applied the integration of PBL and e-learning technology to enhance the translation learning of EFL learners within the context of tertiary education in China. The results provided empirical evidence for the positive impact of e-PBL on the translation performance of EFL learners. Methodologically, it demonstrates the robustness of mixed-methods research in capturing both measurable outcomes and nuanced learner experiences. Practically, the findings advocate for incorporating e-PBL into translation curricula to foster deeper learning and sustained motivation. However, this study is limited to Chinese-to-English translation skills for EFL learners. Future research could explore e-PBL's effects on English-to-Chinese translation, which involves distinct cognitive and cultural challenges. Additionally, the participants were restricted to EFL learners from a single college in China. Expanding research into different institutions and regions would enhance generalizability. Lastly, future investigations could include other variables such as problem-solving, communication, and critical thinking skills. Moreover, given the rapid emergence of large language models (LLMs), future studies should also examine how e-PBL can be positioned within this evolving technological landscape, determining whether LLMs enhance or challenge its pedagogical value. |
| Rights: | All rights reserved |
| Access: | restricted access |
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|---|---|---|---|---|
| 8794.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 2.97 MB | Adobe PDF | View/Open |
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