Effectiveness of role-play on discussion efficacy in translation education

This study aimed to develop an instructional design model for a beginner-level course of translation. Translation classes have been conducted with teacher-centered translation exercises. However, there has been a need for alternative approaches to student-centered and collaborative learning. This study explored the possibility of active communication and interpersonal learning to improve the students’ various capabilities in the translation procedure. For this purpose, this study developed an instructional design model for a discussion-based learning using role-play. For the study quantitative data and reflection essays were collected and analyzed. The study proved that role-play enhanced individual and group discussion efficacy and students’ abilities of evaluating and revising their translation outcomes. Roleplay heightened students’ sense of responsibility, active participation, critical perspectives, and assessment capability, which resulted in improving the quality of translations. This study yields the important needs to include role-play in discussion-based learning in translation education.