MOTIVATION VS FEAR: HOW STUDENTS PERCEIVE LEARNING TRANSLATION
DOI:
https://doi.org/10.55197/qjssh.v6i3.636Keywords:
translation, learning, motivation, fearAbstract
In Malaysia, little or no attention is given to the psychological aspect of learning translation. Therefore, this study aims to examine the significance of motivation and fear in translation learning, as these factors can significantly influence the learning process and its outcomes. The objectives of this study are (i) to investigate translation students’ perceptions of their motivation in learning translation, (ii) to explore translation students’ perceptions of their fear of learning translation, and (iii) to analyse the correlation between motivation and fear of learning translation. This quantitative study involved 134 students. The findings reveal that translation students are highly motivated in structured settings, as demonstrated by their strong commitment to attending classes (mean score: 4.6) and their comfort around proficient peers (mean score: 4.2). The findings also reveal that the highest level of fear is associated with peer comparison (mean score: 3.7) and fear of failure (mean score: 3.6), indicating social and performance-related anxieties. The data shows no significant relationship between motivation and fear of learning translation, as the correlation coefficient (r=-0.087) falls outside the range indicating a meaningful association. The findings offer valuable insights for translation educators seeking to enhance translation learning by addressing students’ apprehension and fostering motivation.
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