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Vol.5, Issue 1, 2019, pp.92-113 Full text

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Web of Science: 000472606700007

María del Mar Haro Soler

University of Granada, Granada, Spain

This action research study aims to analyse the ways in which vicarious learning, one of the sources of self-efficacy beliefs according to Social Cognitive Theory, can materialise in the translation classroom. To achieve this aim, a mixed methodological approach was adopted based on the following techniques: the interview, the survey, classroom observation and focus groups. Results show that vicarious learning took place in the translation classroom where this study was performed both through the students' comparison with professional translators and between peers. More particularly, a collaborative learning environment and practices such as the presentation of translation projects by the students, role-plays or discovering the careers of previous graduates favoured vicarious learning and thus positively influenced the participant students' self-efficacy beliefs, according to their perception. The results obtained contribute to shedding light on some ways to incorporate students' self-efficacy beliefs in translator education, satisfying the need underlined by several authors.

Keywords: translator education, self-efficacy beliefs, vicarious learning, action research, students' perceptions, mixed research

Article history:
Submitted: 24 April 2019;
Reviewed: 25 April 2019;
Accepted: 3 May 2019;
Published: 1 June 2019

Citation (APA):
Haro-Soler, M. M. (2019). Vicarious Learning in the Translation Classroom: How Can It Influence Students' Self-efficacy Beliefs? English Studies at NBU, 5(1), 92-113.

Copyright © 2019 María del Mar Haro-Soler

This open access article is published and distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. If you want to use the work commercially, you must first get the authors' permission.

Open Data - Badge earned for open practices
Data for this study are available under a CC-BY 4.0 license at Mendeley Data
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This study was funded by a research grant from the Spanish Ministry of Education, Culture and Sports. Grant number FPU13/03381 awarded from 2014 to 2018.

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