Abstract
The study examines the effectiveness and efficacy of teachers direct vs. indirect feedback on students' idiom translating skill. To this end, 23Iranian university students from two intact classes were randomly assigned to two experimental groups: Direct feedback group in which the teacher located and gave the correct translation of idiom and indirect feedback group in which the teacher only noted the number of wrong translations of idioms. The study lasted 10 weeks in the course of which the participants had to translate a short text from “Idioms and Metaphorical Expressions in Translation” by “Ghaffar Tajalli”. The study included a pre-test, a treatment for experimental groups, and a post-test to see whether or not the treatment had been effective. The statistical analyses indicated direct feedback group significantly outperformed indirect one in terms of accurate use of translation of idioms. So, the results can provide some useful insights into syllabus design and translating skill.
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