Abstract
Colour is one of the codes that has proved successful in helping students retrieve knowledge, become aware of their strengths and weaknesses and provide them with an opportunity to improve their knowledge, skills and confidence effectively. Using descriptive statistics and hypothesis testing, this paper presents a comparative analysis of the performance of an experimental group of students who received colour-coded feedback and a control group of students who received non-coded feedback. The analysis is aimed at determining the contribution of colour-coded feedback to successful error identification and correction and the development of metacognitive activity. The results of this study point to more successful error correction in self-revisions and improved performance in translation, revision and reflection tasks among the students who received colour-coded feedback. This project is suggestive of enhanced metacognition, particularly for the specificities of scientific and technical translation. Keywords: colour coding, metacognitive bundling, constructive feedback, scientific translation, translator education
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