Students’ Insights and Thoughts Exhibited in Reflective Learning Journals in a Translation Class

This study examined students’ perceptions, processes, and insights concerning the use of reflective learning journals in the AVT class in which they were enrolled. As a course requirement, 19 university students (seniors) wrote a total of nine reflective learning journal entries with one reaction entry regarding the use of reflective learning journal writing. The students’ writing was analyzed through the process of identifying major themes that related to condensation, language and culture differences, and humor. These processes of anguage learning, along with students’ doubts about their translation work, were also iterative themes. With respect to the usefulness of keeping a reflective learning journal, there were positive comments made by the students. They reported that their journals helped them learn more English and improved their writing skills. Furthermore, the reflective learning journal writing helped them to think critically and become more aware of their learning process. Research findings support reflective learning journals as being a useful education tool in translation classes.