The Impact of Field Cognitive Styles on Performance Outcomes in Peer Review of Translation

Yan Zhang

doi:10.5281/rvc82a50

Authors

Yan Zhang School of International Education, Jilin Engineering Normal University, Changchun, Jilin, China Author

DOI:

https://doi.org/10.5281/rvc82a50

Keywords:

peer review, field-dependent/independent cognitive styles, learning performance

Abstract

This study investigates how learners with different field cognitive styles perform in peer review of translation. Conducted over a 15-week empirical period with 50 sophomore students majoring in non-English disciplines, the research reveals several key findings. Despite differences in cognitive styles, learners generally demonstrated a high degree of acceptance toward peer feedback. No significant correlation was found between cognitive style and translation proficiency before the peer review activities; however, a significant relationship emerged afterward. Peer review proved beneficial for all learners, regardless of cognitive style, with field-dependent learners exhibiting particularly notable improvement. These findings offer pedagogical insights into the integration of cognitive style awareness into translation instruction, enhancing learning outcomes from both instructional and student-centered perspectives.

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