Translation learning needs and motivations within blended teaching at a Chinese application-oriented university
DOI:
https://doi.org/10.62819/jel.2025.1371Keywords:
blended teaching, L2 motivational self-system, needs analysis, social constructivismAbstract
With the rapid development and popularization of information technology and online learning platforms, university teaching no longer needs to rely solely on traditional face-to-face instruction. This is particularly relevant for translation courses, which are both theoretically demanding and practically challenging. Blended teaching integrates online platforms with diverse learning materials to support flexible student learning. This enables students to learn anytime, anywhere, at a pace suited to their individual needs. Prior to designing such instruction and intervention, it is essential to gain a comprehensive understanding of students’ specific translation learning needs, including their bilingual competence in English and Chinese, as well as their academic and career aspirations. The present study, designed and conducted by the researcher, involved 96 junior English-major undergraduates from a Chinese Application-Oriented University. As an empirical investigation, it sought to identify the translation learning needs of students at application-oriented universities and to explore how blended teaching, informed by social constructivism approaches, influences learners’ L2 Motivational Self System (L2MSS), particularly its three core dimensions: the ideal self, ought-to self and learning experience. Participants included two intact classes (EC and CC) selected via convenience sampling, EC demonstrated more pronounced improvement in translation proficiency. The research findings aim to provide both empirical evidence and theoretical insights for the enhancement of translation pedagogy in Chinese application-oriented universities, offering implications for improving translation curriculum design, aligning blended teaching with students’ professional development, and strengthening sustained translation learning motivation.
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