CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1631662
Exploring the role of standards-based descriptors in promoting translation learners' metacognitive strategy use and translation performance
Provisionally accepted
- 1Central China Normal University, Wuhan, China
- 2Shanghai International Studies University, Shanghai, Shanghai Municipality, China
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This study explores the role of China's Standards of English Language Ability (CSE) descriptors as metacognitive support in promoting translation learners' metacognitive strategy use and translation performance. Forty students from two parallel classes participated, with the experimental group (n=20) provided with CSE metacognitive descriptors during the translation course while the control group (n=20) was not. Adopting a pretest-posttest design, qualitative analysis of students' translation processes and products were conducted to investigate students' use of metacognitive strategies.Quantitative assessment of students' translation output was conducted to investigate their translation performance. Moreover, qualitative data from journal entries were analyzed to explore students' perceptions of the metacognitive support. Results showed that CSE descriptors had an observable impact on translation learners' metacognitive strategy use. However, the presence of metacognitive support did not significantly affect students' overall translation performance. The study concludes that standards-based descriptors can be useful pedagogical tools for metacognitive translator training.
Keywords: China's Standards of English Language Ability, Metacognitive strategy use, Metacognitive support, standards-based descriptors, Translation performance
Received: 20 May 2025; Accepted: 06 Aug 2025.
Copyright: © 2025 Mei and Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yingying Chen, Shanghai International Studies University, Shanghai, 200083, Shanghai Municipality, China
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