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@article{ART002852140},
author={Inseong Kim},
title={Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education},
journal={The Journal of Translation Studies},
issn={1229-795X},
year={2022},
volume={23},
number={2},
pages={157-190},
doi={10.15749/jts.2022.23.2.006}

TY - JOUR
AU - Inseong Kim
TI - Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education
JO - The Journal of Translation Studies
PY - 2022
VL - 23
IS - 2
PB - The Korean Association for Translation Studies
SP - 157
EP - 190
SN - 1229-795X
AB - The purpose of this research is to recognize student resistance to student-centered activities and seek a solution to overcome the resistance. To identify student resistance and its reasons, a survey is done in an undergraduate translation course. The survey asks about the most preferred class format (lecture, student presentation, or discussion) and the reason for their preference. Based on the findings of the survey, three clues for mitigating student resistance are drawn out: to use a one-to-one communication channel, to remove the fear of being assessed, and to give teacher’s official feedback after a student-centered activity. Then, the study creates a blueprint of a learning activity for overcoming student resistance. Next, the study experiments with the newly devised learning activity in a classroom and surveys the reactions of students. It is hoped that this research could be a starting point for adopting a successful student-centered approach in an undergraduate translation education classroom.
KW - student-centered approach;student resistance;teaching and learning activity
DO - 10.15749/jts.2022.23.2.006
ER -

Inseong Kim. (2022). Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education. The Journal of Translation Studies, 23(2), 157-190.

Inseong Kim. 2022, "Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education", The Journal of Translation Studies, vol.23, no.2 pp.157-190. Available from: doi:10.15749/jts.2022.23.2.006

Inseong Kim "Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education" The Journal of Translation Studies 23.2 pp.157-190 (2022) : 157.

Inseong Kim. Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education. 2022; 23(2), 157-190. Available from: doi:10.15749/jts.2022.23.2.006

Inseong Kim. "Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education" The Journal of Translation Studies 23, no.2 (2022) : 157-190.doi: 10.15749/jts.2022.23.2.006

Inseong Kim. Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education. The Journal of Translation Studies, 23(2), 157-190. doi: 10.15749/jts.2022.23.2.006

Inseong Kim. Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education. The Journal of Translation Studies. 2022; 23(2) 157-190. doi: 10.15749/jts.2022.23.2.006

Inseong Kim. Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education. 2022; 23(2), 157-190. Available from: doi:10.15749/jts.2022.23.2.006

Inseong Kim. "Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education" The Journal of Translation Studies 23, no.2 (2022) : 157-190.doi: 10.15749/jts.2022.23.2.006