Effects of Performance Goal Orientations on English Translation Techniques in Digital Game-Based Learning

Abstract

Despite a growing body of literature on performance goals and learning, limited studies have explored their influence on English translation education within the context of Digital Game-Based Learning (DGBL). To address this gap, this study developed a DGBL system to assist students in learning English translation techniques, and compared the effects of students’ different performance goal orientations (performance-approach versus performance-avoidance goals) on their learning performance, in-game performance, self-efficacy, fear of failure, and learning perceptions. The participants were 56 university students, who were divided into a performance-approach group (PAPG) and a performance-avoidance group (PAVG). The study used quantitative analysis with data from English translation technique tests, log data from gaming sessions, and three questionnaires. It was found that the PAPG exhibited significant improvements in relatively difficult translation techniques (i.e., conversion), while the PAVG showed notable improvements in relatively simple translation techniques (i.e., polysemy). Furthermore, the PAPG outperformed the PAVG in in-game performance related to polysemy. This study enhances our understanding of the impact of performance goal orientations on both learning and in-game performance in English translation education, particularly within the context of DGBL.