Abstract
ABSTRACT Over the past two decades, there has been a surge in empirical research examining collaborative learning (CL) within translator and interpreter training contexts, with a particular emphasis on elucidating the perceptions and experiences of participants. In the present study, we explored qualitative studies on this topic through a meta-study approach. Specifically, we reviewed the research design, underlying theories, and methods for data collection and analysis employed across the included studies. Furthermore, the study delves into the perceived factors influencing the CL experience. The analysis reveals certain methodological and theoretical shortcomings prevalent among the examined studies, highlighting the need for more robust and rigorous investigations in this domain. Additionally, the study identifies 16 influencing factors, which are categorised into eight distinct themes. These themes encompass both individual factors, such as interpersonal dynamics, intrinsic motivation, personality development, and psychological factors, as well as external factors, including extrinsic motivation, support, productivity, and fairness. Subsequently, a model of CL in translation and interpreting is proposed, synthesising the key findings to elucidate the underlying processes at play. The present inquiry delineates lacunae in the prior research, elucidates practical implications, and illuminates prospective avenues for further exploration.
Published Version
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