The development of technology has revolutionized the translation process and the workflow of the translator. Translators are no longer working alone, but are expected to work in a team and join in discussions. The skills required of a contemporary translator is not the same as the skills required of a translator ten years earlier, but has this affected the way translators are trained? In order to prepare students for the job market, teachers should find ways to encourage students to play a more active role in acquiring the skills and competencies required of a professional translator. This is where flipped translation training comes into play. This study investigates the effects of group discussions and peer revisions on students in a translation class using the flipped classroom approach and observes how comments from their peers help them in translation revision. This study also analyses the effects of these discussions and reviews on the revisions. The research questionnaire included student perceptions of the effects of group discussions and peer revisions on their revision and adoption rate of feedback from these discussions and reviews.