The Impact of Project-Based Learning on Collaborative and Critical Thinking Skills of Students in Translation Course


  • Elissa Evawani Tambunan Universitas Graha Nusantara
  • Yulia Rizki Ramadhani Universitas Graha Nusantara
  • Bismar Sibuea Universitas Simalungun



Project-Based Learning, Translation Course, Collaborative Skills, Critical Thinking, Professional Development


This study investigates the effectiveness of project-based learning (PjBL) in translation education, focusing on the development of students' collaborative and critical thinking skills. Using a quasi-experimental design, the research examines how engagement in real-world translation projects influences students' active learning, integration of theory and practice, and overall engagement in the learning process. Key findings indicate that PjBL significantly increases student participation, fosters the application of theoretical knowledge in practical settings, and improves essential professional skills such as teamwork and decision-making. The research contributes to the field of translation learning by highlighting the potential of PjBL as an innovative and effective teaching strategy. It emphasizes the importance of designing and implementing project-based activities that enrich students' learning experiences and prepare them for the complexities of professional translation work. However, the study acknowledges certain limitations, including its limited focus on a single educational context, which may affect the generalizability of the findings. Future research directions are suggested, including exploring the impact of PjBL in different educational settings and assessing its long-term effects on students' career readiness and professional development.


Baker, M. (2018). In other words: A coursebook on translation. Routledge.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39–43.

Brown, H. (2018). Rethinking agency and creativity: Translation, collaboration and gender in early modern Germany. Translation Studies, 11(1), 84–102.

Davies, M. G. (2004). Multiple voices in the translation classroom: Activities, tasks and projects (Vol. 54). John Benjamins Publishing.

Delizée, A. (2011). A global rating scale for the summative assessment of pragmatic translation at Master’s level: An attempt to combine academic and professional criteria. Perspectives on Translation Quality, 9–24.

Dewey, J. (2009). Democracy and Education. GRIN Verlag.

Jiménez-Crespo, M. A. (2013). Translation and web localization. Routledge.

Kelly, D. (2014). A handbook for translator trainers. Routledge.

Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from theory to practice. Routledge.

Kiraly, D. (2016). Authentic project work and pedagogical epistemologies: a question of competing or complementary worldviews. Towards Authentic Experiential Learning in Translator Education, 53–66.

Lee, D. (2002). Genres, registers, text types, domains and styles: clarifying the concepts and navigating a path through the BNC jungle. In Teaching and Learning by Doing Corpus Analysis (pp. 245–292). Brill.

Mei, H., & Chen, H. (2022). Assessing students’ translation competence: Integrating China’s standards of English with cognitive diagnostic assessment approaches. Frontiers in Psychology, 13, 872025.

Network, E. (2017). EMT Competence Framework. Http://Www.Emt-Network.Eu/.

Nord, C. (2014). Translating as a purposeful activity: Functionalist approaches explained. Routledge.

O’Hagan, M. (2013). The impact of new technologies on translation studies: a technological turn? In The Routledge handbook of translation studies (pp. 503–518). Routledge.

Paul, R., & Elder, L. (2006). Critical thinking competency standards. Foundation for critical thinking Dillon Beach.

Piaget, J. (1970). Science of education and the psychology of the child. Trans. D. Coltman.

Pym, A. (2009). Translator training. Proyecto Para El Oxford Companion Translation Studies.

Shreve, G. M., & Angelone, E. (2010). Translation and cognition. Amsterdam/Philadelphia, 10.

Thomas, I. (2009). Critical thinking, transformative learning, sustainable education, and problem-based learning in universities. Journal of Transformative Education, 7(3), 245–264.

Vygotsky, L. S. (1978). Mind in society: Vol. null (null (ed.)).




How to Cite

Tambunan, E. E., Ramadhani, Y. R., & Sibuea, B. (2024). The Impact of Project-Based Learning on Collaborative and Critical Thinking Skills of Students in Translation Course. ETANIC Journal Of English Language Teaching And Applied Linguistics, 2(1), 65–79.




Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.