MINIMIZING STUDENTS' DISENGAGEMENT IN TRANSLATION CLASSES THROUGH UTILIZING STUDENT PORTFOLIO
Abstract
In parallel with the other educational fields, translation teaching has taken new turns represented in adopting modern student-centered approaches in preference to traditional teacher-centered ones. The academic perspective necessitates that teachers adapt the approaches that reflect their academic contexts and best serve their objectives. Translation teaching in the Department of Translation/ College of Languages/ University of Duhok (referred to as _'the Department'_) mostly revolves around the ''read and translate'' method. Students direct their efforts toward pursuing high marks, though marks by themselves fail to provide a comprehensive assessment. The lack of material for practical subjects and the nature of teaching and testing block students' way toward an effective engagement and obligation to study. This paper investigates the use of portfolio as an alternative teaching tool that is intended inspire students to engage in teaching and learning by providing a framework in which they document their academic growth and achievement. The portfolio, by virtue of its role in engaging students, was utilized as an integral tool in the teaching process. Students' reflection on the portfolio was invested, using a validated questionnaire, to highlight its impact. The statistical analysis of the data illustrates tangible evidence of the success of the approach based on the means and the estimated t-values of the questionnaire items and categories
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References
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