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Abstract
This study explores English as a Foreign Language (EFL) students’ perceptions of implementing Project-Based Learning (PBL) in teaching translation at Dong Nai University. As translation education increasingly emphasizes practical application and learner-centered approaches, PBL has become a promising method for improving translation competence, collaboration, and critical thinking. The study aims to examine students’ views on the effectiveness of PBL in enhancing translation skills and learning experiences.
A mixed-methods research design was employed with 80 EFL students enrolled in translation courses at Dong Nai University. Quantitative data were collected through Likert-scale questionnaires, while qualitative data were gathered from open-ended responses. Descriptive statistics and thematic analysis were used to analyze the data.
The findings indicate that most students had positive perceptions of PBL in translation courses. Students reported that PBL improved their translation skills, increased learning motivation, enhanced teamwork, and provided opportunities to apply theoretical knowledge to authentic translation tasks. The collaborative and practical nature of PBL also helped students develop problem-solving abilities and professional competencies necessary for translation work. However, some challenges were identified, including difficulties in time management, unequal participation in group activities, and limitations in language proficiency and technological resources.
The study concludes that PBL is an effective approach to translation teaching in the Vietnamese EFL context. It helps bridge the gap between theory and practice while promoting active learning. The findings provide valuable implications for improving translation curricula and teaching strategies at Dong Nai University and similar educational institutions.
Keywords: Project-Based Learning (PBL), Translation Teaching, EFL Students, Students’ Perception, Translation Education
Biography
Lê Tiến is an English lecturer at Dong Nai University, where he teaches English language skills, translation, and translation-related subjects for English-major students. He has several years of experience in English language teaching at the tertiary level and has actively contributed to academic activities and curriculum development within the Faculty of Foreign Languages.
His academic interests include translation studies, English language teaching methodologies, Project-Based Learning (PBL), and learner-centered approaches in higher education. He is particularly interested in exploring innovative teaching strategies that enhance students’ practical skills, critical thinking, collaboration, and professional competence in translation education.
Lê Tiến has participated in various academic workshops, seminars, and research projects related to language education and translation pedagogy. His recent research focuses on EFL students’ perceptions of implementing Project-Based Learning in translation teaching, aiming to bridge the gap between theoretical knowledge and real-world translation practice.
Through his teaching and research activities, he aspires to contribute to improving the quality of English language and translation education at Dong Nai University and to supporting the development of innovative and effective teaching practices in Vietnam’s higher education context.
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