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Negotiating meaning at a distance: peer feedback in electronic learning translation environments in the Trans-Atlantic and Pacific Project

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Abstract
Recent research has contributed to an understanding of the positive impact that peer feedback has on student learning, but there is a lack of experimental studies that focus on how peer feedback affects student translation competence. Our study investigates whether the latter are enhanced in the Trans-Atlantic & Pacific Project (TAPP) with an experiment that included the explicit practice of student peer feedback competence and the negotiation of meaning among peers. Students – whether writing, translating or usability testing – collaborated online both within their own university peer group and with a partner university. The results of this intervention, however, suggest no clear tendencies or relation between peer feedback and meaning-related translation competence.

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MLA
Lisaité, Donata, et al. “Negotiating Meaning at a Distance: Peer Feedback in Electronic Learning Translation Environments in the Trans-Atlantic and Pacific Project.” Maastricht Session of the 6th International Maastricht-Łódz Duo Colloquium on “Translation and Meaning,” edited by Marcel Thelen and Barbara Lewandowska-Tomaszczyk, vol. Translation and Meaning. Part 10., Zuyd University, Maastricht School of International Communication, Department of Translation and Interpreting, 2016, pp. 99–114.
APA
Lisaité, D., Vandepitte, S., Maylath, B., Mousten, B., Valdez, S., Minacori, P., & Castel-Branco, M. (2016). Negotiating meaning at a distance: peer feedback in electronic learning translation environments in the Trans-Atlantic and Pacific Project. In M. Thelen & B. Lewandowska-Tomaszczyk (Eds.), Maastricht Session of the 6th International Maastricht-Łódz Duo Colloquium on “Translation and Meaning” (Vol. Translation and Meaning. Part 10., pp. 99–114). Maastricht: Zuyd University, Maastricht School of International Communication, Department of Translation and Interpreting.
Chicago author-date
Lisaité, Donata, Sonia Vandepitte, Bruce Maylath, Birthe Mousten, Susana Valdez, Patricia Minacori, and Maria Castel-Branco. 2016. “Negotiating Meaning at a Distance: Peer Feedback in Electronic Learning Translation Environments in the Trans-Atlantic and Pacific Project.” In Maastricht Session of the 6th International Maastricht-Łódz Duo Colloquium on “Translation and Meaning,” edited by Marcel Thelen and Barbara Lewandowska-Tomaszczyk, Translation and Meaning. Part 10.:99–114. Maastricht: Zuyd University, Maastricht School of International Communication, Department of Translation and Interpreting.
Chicago author-date (all authors)
Lisaité, Donata, Sonia Vandepitte, Bruce Maylath, Birthe Mousten, Susana Valdez, Patricia Minacori, and Maria Castel-Branco. 2016. “Negotiating Meaning at a Distance: Peer Feedback in Electronic Learning Translation Environments in the Trans-Atlantic and Pacific Project.” In Maastricht Session of the 6th International Maastricht-Łódz Duo Colloquium on “Translation and Meaning,” ed by. Marcel Thelen and Barbara Lewandowska-Tomaszczyk, Translation and Meaning. Part 10.:99–114. Maastricht: Zuyd University, Maastricht School of International Communication, Department of Translation and Interpreting.
Vancouver
1.
Lisaité D, Vandepitte S, Maylath B, Mousten B, Valdez S, Minacori P, et al. Negotiating meaning at a distance: peer feedback in electronic learning translation environments in the Trans-Atlantic and Pacific Project. In: Thelen M, Lewandowska-Tomaszczyk B, editors. Maastricht Session of the 6th International Maastricht-Łódz Duo Colloquium on “Translation and Meaning.” Maastricht: Zuyd University, Maastricht School of International Communication, Department of Translation and Interpreting; 2016. p. 99–114.
IEEE
[1]
D. Lisaité et al., “Negotiating meaning at a distance: peer feedback in electronic learning translation environments in the Trans-Atlantic and Pacific Project,” in Maastricht Session of the 6th International Maastricht-Łódz Duo Colloquium on “Translation and Meaning,” Maastricht, 2016, vol. Translation and Meaning. Part 10., pp. 99–114.
@inproceedings{7236342,
  abstract     = {Recent research has contributed to an understanding of the positive impact that peer feedback has on student learning, but there is a lack of experimental studies that focus on how peer feedback affects student translation competence. Our study investigates whether the latter are enhanced in the Trans-Atlantic & Pacific Project (TAPP) with an experiment that included the explicit practice of student peer feedback competence and the negotiation of meaning among peers. Students – whether writing, translating or usability testing – collaborated online both within their own university peer group and with a partner university. The results of this intervention, however, suggest no clear tendencies or relation between peer feedback and meaning-related translation competence.},
  author       = {Lisaité, Donata and Vandepitte, Sonia and Maylath, Bruce and Mousten, Birthe and Valdez, Susana and Minacori, Patricia and Castel-Branco, Maria},
  booktitle    = {Maastricht Session of the 6th International Maastricht-Łódz Duo Colloquium on “Translation and Meaning"},
  editor       = {Thelen, Marcel and Lewandowska-Tomaszczyk, Barbara},
  language     = {eng},
  location     = {Maastricht},
  pages        = {99--114},
  publisher    = {Zuyd University, Maastricht School of International Communication, Department of Translation and Interpreting},
  title        = {Negotiating meaning at a distance: peer feedback in electronic learning translation environments in the Trans-Atlantic and Pacific Project},
  volume       = {Translation and Meaning. Part 10.},
  year         = {2016},
}