Effects of flipped blended learning based on assessment: an action research study in translation technology education

Abstract

ABSTRACT Flipped blended learning (FBL) has become popular in translator training, requiring teachers to adapt their beliefs and attitudes towards blended learning to design and implement professional training programmes. This study investigates the effects of FBL on competence improvement in translation technology education. Using an action research approach with mixed methods, two iterative cycles of planning, acting, observing and reflecting were conducted. Sixty-six postgraduates participated in the programme, and their academic achievements were quantitatively evaluated through pre- and post-tests for computer-aided translation and revision tasks, practical operation tests and online learning statistics. Qualitative data from Q&A sessions, questionnaires and open-ended interviews revealed the students’ perceptions of professional development. The results showed the FBL emphasising interaction with peers, context and content, enhances translators’ competence. FBL should not be limited to integrating internet, classroom or laboratory settings alone. Extracurricular learning outside campus can also be integral with the support and guidance of off-campus tutors.