Investigating the Metacognitive Strategies During Post-Editing Translation Process: An Application of Think-Aloud Protocols (TAP)

Authors

  • Dwi Indarti Universitas Bina Sarana Informatika, Indonesia

DOI:

https://doi.org/10.33394/jollt.v12i2.10297

Keywords:

Metacognitive strategies, Post-editing, Think-aloud protocols

Abstract

Metacognition, the reflection on thinking processes, plays a crucial role in cognitive activities. This study delves into metacognitive strategies employed during post-editing in the translation process, particularly focusing on English-Indonesian translation through the application of think-aloud protocols (TAP). The investigation encompasses planning, monitoring, and evaluation as interconnected phases of metacognitive strategies. A qualitative case study method is employed, with a university student as the participant. Data analysis involves coding and categorizing using a thematic analysis approach, based on the metacognitive strategies framework. The findings show that the participant employes the components of planning such as evaluate the necessity of post-editing, applied knowledge on the specific post-editing cases, and identified the goal and the necessity for having specific post-editing, the components of monitoring such as using facts and instruction learned previously, making changes for a better translation product, and self-monitoring of progress, and elements of evaluating, such as deep level revising to produce better post-editing, and taking action to collect extra information. Pedagogical implications highlight the potential for enhancing learning experiences and improving translation skills through explicit instruction, modeling and systemic strategy training. The study concludes by emphasizing the importance of metacognitive flexibility, cultural influences, and adaptive strategic behavior in post-editing, shaping a roadmap for learners to navigate challenges and continually refine their approach.

Author Biography

Dwi Indarti, Universitas Bina Sarana Informatika

Faculty of Communication and Language, Bina Sarana University, Indonesia

References

Adawiyah, A. R., Baharuddin., & Wardana, L. A. (2013). Comparing post-editing translations by Google NMT and Yandex NMT. Teknosastik, 21(1), 23–34.

Admin. (2014). Difference between cognition and metacognition. Retreived from https://www.differencebetween.com/difference-between-cognition-and-vs-metacognition/.

Albazi, S. (2016). Evaluating the effect of metacognitive strategy training on reading comprehension of female students at KAU. International Journal of Applied Linguistics & English Literature, 5(3), 172–183.

Aripin, N., & Rahmat, N. H. (2019). Exploring metacognitive writing strategies in the writing process using think aloud protocol: A study across gender. American Journal of Social Sciences and Humanities, 4(1), 178–187.

Bai, R., & G, Hu. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. The Asian-Pacific Education Researcher, 25(5), 355–365.

Briva-Inglesias, V., O’Brien, S., & Cowan, B. R. (2023). The impact of traditional and interactive post-editing on machine translation user experience, quality and productivity. Translation, Cognition & Behavior, 6(1), 60–86.

Cowan, J. (2019). The potential of cognitive think-aloud protocols for educational action-research. Active Learning in Higher Education, 20(3), 219–232.

Cresswell, J. W., & Cresswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed,). London: SAGE Publications.

Fitriani, N. A., & Susanti, A. (2021). EFL students’ metacognitive strategies in online-based learning: In relation to their writing quality. Paramasastra, 8(1–19).

Flavell, J. H. (1978). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231–235). New Jersey: Lawrence Erlbaum Associates Publishers.

Hamiddin., & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608–615.

Handayani, W. (2019). An analysis EFL students translation of preposition in, on and at: A think-aloud protocol study. Lingua, 15(1), 1–15.

Harto, S., Hamied, F. A., Musthafa, B., & Setyarini, S. (2022). Exploring undergraduate students’ experiences in dealing with post-editing of machine translation. Indonesian Journal of Applied Linguistics, 11(3), 696–707.

Hu, X., Zheng, B., & Wang, X. (2020). The impact of a metacognitive self-regulation inventory in translator self-training: A pre-post study with English-Chinese translation students. The Interpreter and Translator Trainer, 1–10.

Huang, Y., & Zhang, L. J. (2022). Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach. Frontiers in Psychology, 13.

Jia, X., Xu, T., & Zhang, Y. (2022). The role of metacognitive strategy monitoring and control in the relationship between creative mindsets and divergent thinking performance. Journal of Intelligence, 10(35).

Jincheng, Z., & Rahmat, N. H. (2022). Investigating the use of metacognitive reading strategies using think aloud protocol. International Journal of Academic Research in Business and Social Sciences, 12(10), 772–784.

Karlen, Y. (2017). The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self regulated writing and writing performance. Journal of Writing Research, 9(1), 61–86.

Latorraca, R. (2023). Lost in post-editing. An exploratory study on translation trainees’ perceived English and Italian post-editing vs. translation performance. Ampersand, 11.

Li, M., & Yuan, R. (2022). Enhancing students’ metacognitive development in higher education: A classroom-based inquiry. International Journal of Educational Research, 112.

Li, Y., & Lu, X. (2021). Study on post-editing for machine translation of railway engineering texts. SHS Web of Conferences, 96.

Mei, H., & Chen, H. (2022). Assessing students’ translation competence: Integrating China’s standards of English with cognitive diagnostic assessment approaches. Original Research, 13, 1–13.

Mu, C. (2005). A Taxonomy of ESL Writing Strategies. Retreived from https://eprints.qut.edu.au/secure/00000064/01/congjunmu_paper.doc.

Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. (2020). The effect of metacognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862.

Oz, H. (2005). Metacognition in foreign or second language learning and teaching. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 147–156.

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). London: SAGE Publications.

Shreve, G. M. (2009). Recipient-orientation and metacognition in the translation process. In R. Dimitriu and M. Shlesinger (Eds.), Translators and Their Receivers (pp. 255–270). USA: Kent State University Publication.

Wu, L., & Liu, D. (2006). Children’s metacognitive monitoring and strategy selection during counting. Psychological Science, 29, 354–357.

Yilmaz, R. M., & Baydas, O. (2017). An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom. Educational Technology Research and Development, 65(6), 1547–1567.

Zhou, Y., & Lin, Y. (2012). Probe into the translation process based on think-aloud protocols. Theory and Practice in Language Studies, 2(7), 1376–1386

Downloads

Published

2024-04-22

How to Cite

Indarti, D. (2024). Investigating the Metacognitive Strategies During Post-Editing Translation Process: An Application of Think-Aloud Protocols (TAP). Journal of Languages and Language Teaching, 12(2), 765–778. https://doi.org/10.33394/jollt.v12i2.10297

Issue

Vol. 12 No. 2 (2024)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.