








































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 8, No. 2, August 2025, pp. 78-91  

        https://doi.org/10.12928/eltej.v8i2.14046        http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

Students’ reflections on integrating theory and practice in 

translation: A qualitative study of an academic–practitioner 

collaborative course 

Thadius Marhendra Adi Kristanto a,1,*, Anselmus Sudirman b,2 

a, b Universitas Sarjanawiyata Tamansiswa, Jl. Batikan UH. III/1043, Umbulharjo, Yogyakarta 
1 kristanto@ustjogja.ac.id *; 2  anselmus.sudirman@ustjogja.ac.id  

 

* Corresponding author  

A R T I C L E  I N F O 

 
 

ABST RACT   

 

 

Article history 

Received 12 June 2025 

Revised 12 July 2025 

Accepted 4 August 2025 

 This research examines students' reflections on the integration of 
theoretical knowledge and practical application within a translation 
curriculum that combines academic instruction with sessions led by 
industry practitioners. Sixteen students in their fifth semester from the 
English Education Department of Universitas Sarjanawiyata 
Tamansiswa participated in this investigation, having engaged in both 
theoretical lectures and practical workshops as components of the 
Principles in Translating and Interpreting course. Data were obtained 
through reflective journals and semi-structured interviews, 
subsequently undergoing thematic analysis. The results indicate that 
academic sessions provided crucial theoretical foundations, whereas 
practitioner-led activities facilitated students in applying, testing, and 
attaining a deeper comprehension of these theories within authentic 
translation environments. Systematic reflection enabled students to 
identify challenges, develop effective translation strategies, and 
enhance their confidence and professional mindset. Many participants 
reported shifting from seeing themselves solely as students to 
perceiving themselves as emerging professionals. Supported by recent 
research highlighting reflective practice as a catalyst for developing 
professional competence and learner autonomy (Dangerfield & 
Napier, 2016; Korol, 2024; Pietrzak, 2019b), these findings underscore 
the value of designing translation curricula that integrate theory, real-
world practice, and structured reflection. The study further suggests 
that such integration can strengthen students’ readiness for the 
demands of professional translation work and guide curriculum 
developers in creating more practice-oriented, reflective learning 
environments.  

 

© The Authors 2025. Published by Universitas Ahmad Dahlan. 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Reflective practice  

Translator education 

Theory and practice integration 

Student reflection 

 

 

 

 

How to Cite: Kristanto, T, M, A. & Sudirman, A. (2025). Students’ reflections on integrating theory and practice 
in translation: A qualitative study of an academic–practitioner collaborative course. English Language Teaching 
Educational Journal, 8(2), 78-91. https://doi.org/10.12928/eltej.v8i2.14046   

1. Introduction  

Translation is a discipline that requires both theoretical knowledge and practical skills, as discussed 
in Munday et al. (2022) and Nord (2018). While translation theory provides essential foundations, 
such as linguistic structures, translation strategies, and cultural adaptation, translation practice requires 
real-world problem-solving skills, professional adaptability, and industry experience. One of the 
ongoing challenges in translation education is to ensure that students can bridge the gap between 
theoretical instruction and the practical demands of the profession (Kiraly, 2015). Many translation 
courses aim to address this issue by combining academic and practitioner-led approaches, enabling 

https://doi.org/10.12928/eltej.v8i2.14046
http://journal2.uad.ac.id/index.php/eltej/index
mailto:eltej@pbi.uad.ac.id
mailto:kristanto@ustjogja.ac.id
mailto:anselmus.sudirman@ustjogja.ac.id
http://creativecommons.org/licenses/by-sa/4.0/
https://doi.org/10.12928/eltej.v8i2.14046
http://creativecommons.org/licenses/by-sa/4.0/
http://crossmark.crossref.org/dialog/?doi=10.12928/eltej.v8i2.14046&domain=pdf
https://orcid.org/0000-0001-5520-9838


79 English Language Teaching Educational Journal   ISSN 2621-6485 
         Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

students to learn from both perspectives and develop a comprehensive understanding of translation 
(Chairina et al., 2025; González-Davies & Enríquez-Raído, 2016; Yin, 2019). Recent research also 
shows that translation programs benefit when theory and practice are situated within authentic 
contexts (Dewi, 2019; Munday et al., 2022; Nord, 2018). 

The academic aspect of translator education generally emphasizes theoretical concepts, text 
interpretation, and methodological strategies (Pietrzak, 2019a; Siregar & Stroupe, 2025). In contrast, 
the practice-focused component exposes learners to the realities of translation work, such as 
professional processes, client demands, and industry norms. Numerous studies have underscored the 
necessity of finding a balance between these two elements, noting that students who engage with both 
academic and practical viewpoints are more effectively equipped for careers in translation (Orlando, 
2016; Sofyan & Tarigan, 2023). Upon finishing their studies, the students can handle translation 
assignments and navigate potential challenges (Liu, 2017).  

Related to the integration of theory and practice in translation courses, Dewi (2019) highlights the 
importance of theoretical competence in guiding decision-making in translation practice and discusses 
transfer competence, particularly concerning the Skopos theory and strategic decision-making, which 
encourages students to reflect on their application of theoretical knowledge in real-world contexts. 
She also underscores professional competence, including ethical considerations and industry 
expectations, reinforcing the role of practitioner collaboration in shaping the students’ mindset. 
Additionally, she adds that technological competence, such as the use of CAT tools and machine 
translation, is relevant to understanding how students integrate technology with theoretical principles. 
However, despite efforts to integrate theory and practice, students often struggle to apply theoretical 
principles in real-life translation tasks, underscoring the need for structured reflection to facilitate this 
integration (Kiraly, 2015). 

Reflection involves thoughtfully reviewing and analyzing past experiences to guide future actions  
(Farrell, 2015; Tiessen, 2018). It plays an important role in developing students’ self-awareness, self-
regulation, and professional growth. Unlike self-assessment, which applies clear standards to evaluate 
performance through convergent thinking, reflection is more descriptive and open-ended, relying on 
divergent thinking. As such, reflection tends to be more passive and retrospective, while self-
assessment is active and focused on improvement (Fraser et al., 2024; Pietrzak, 2019b). Together, 
these practices highlight the value of structured reflection as a foundation for meaningful self-
assessment in translator education. 

Contemporary translation education has established and evaluated various reflective instruments, 
such as paired or group discussions, reflective interviews, checklists, and mechanisms for peer 
feedback (Crezee & Marianacci, 2022; Holewik, 2021; Zohrabi & Xodabande, 2024). These tools not 
only enhance critical reflection but also promote collaborative learning among students and help them 
improve their practices. Situated learning frameworks also highlight the importance of applying these 
tools within real-world translation contexts (González-Davies & Enríquez-Raído, 2016). Among these 
reflective instruments, journals appear to be the most utilized in the training of both translators and 
interpreters. Recent research highlights their significance in connecting theory with practice and 
cultivating more profound professional insights (Korol, 2024; Pietrzak, 2019a). Through the journals, 
students can critically reflect on their competencies in theory and practice, assess how coursework 
shapes their understanding of the profession, and identify which skills or knowledge will be most 
useful for their future as translators. 

The role of reflective practice in translator training has been widely examined in recent studies, 
which emphasize that professionals need to critically analyze their experiences to develop expertise  
(Dangerfield & Napier, 2016; Korol, 2024). In translation studies, reflection helps students evaluate 
their decision-making processes, recognize challenges, and refine their strategies. Recent scholarship 
also promotes collaborative and peer reflection as part of situated learning, highlighting translation as 
a cognitive, social, and cultural activity embedded in real-world contexts (Fraser et al., 2024; Zohrabi 
& Xodabande, 2024). Through these reflective and collaborative activities, students learn by applying 
theory to practice and working in teams, supporting the goal of developing reflective and adaptive 
practitioners. Moreover, research shows that multilingual competence and translanguaging strategies 
help students navigate complex audiences and genres in professional contexts (Laviosa, 2019; 
Rajendram et al., 2023). 



ISSN 2621-6485 English Language Teaching Educational Journal 80 

 Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

A growing body of research highlights that structured reflection strengthens translation 
competence. Orlando (2016) shows that practices like self-assessment and peer discussion raise 
students’ awareness of their translation strategies and support more deliberate linguistic and ethical 
choices. Likewise, Kim (2016) finds that critically linking prior knowledge with new theoretical 
concepts transforms passive understanding into practical, applicable knowledge, key to building 
professional competence. Translation theories also serve as valuable guides, especially when students 
encounter complex tasks, by providing systematic, expert-informed strategies. Overall, reflective 
engagement functions as a cognitive bridge between theory and practice, encouraging deeper learning, 
adaptive reasoning, and professional growth. 

Expanding upon Schön's (1983) concept of the reflective practitioner, recent research further 
highlights how collaborative learning frameworks and structured reflection enhance translation 
competence  (Dangerfield & Napier, 2016; Korol, 2024; Zohrabi & Xodabande, 2024). These studies 
suggest that combining individual reflection with peer discussions and project-based collaboration 
enables students to move beyond passive understanding toward active engagement with translation 
challenges. According to this research, learners develop greater autonomy and a deeper, more 
integrated understanding of their professional roles when structured reflection is intentionally 
embedded alongside collaborative activities (Fraser et al., 2024; Siregar & Stroupe, 2025). As a result, 
students are better equipped to critically analyze their translation strategies, adapt to varied 
professional contexts, and internalize theoretical concepts in ways that directly inform practice. 

In research on translator training, the integration of multiple data sources—particularly reflective 
journals and semi-structured interviews—is widely recognized as an effective strategy for gaining a 
deeper and more nuanced understanding of students’ learning processes (Crezee & Marianacci, 2022; 
Pietrzak, 2019b). While reflective journals provide valuable self-reported accounts of students’ 
experiences and perceptions, interviews serve a complementary role by allowing researchers to probe 
further into themes that may only be hinted at in written reflections. This process helps reveal students’ 
evolving cognitive and professional development in greater detail. Triangulating these qualitative data 
sources not only enriches the findings but also strengthens the credibility and trustworthiness of the 
analysis (Nowell et al., 2017). By inviting participants to elaborate on their reflections during 
interviews, researchers can better capture the complex interplay between theoretical instruction and 
practical application that characterizes translator education.  

Moreover, designing the curriculum plays a crucial role in linking professional practice with 
translation theory. Recent studies indicate that integrating AI tools can improve feedback and 
engagement during revision tasks, thus fostering reflective practice and enhancing learning 
experiences (Xu et al., 2024). Additionally, recent research investigates how to systematically assess 
translation revision and post-editing skills to enhance translator training (Robert et al., 2024). Effective 
curriculum models should include opportunities for mentorship, collaboration, and contextual 
learning, specifically supporting the integration of academic teaching with real-world experiences. 
For instance, universities might develop courses that consistently invite industry professionals to lead 
workshops on particular topics such as technical, legal, or medical translation  (Orlando, 2016). Such 
integration should be established in the course design from the outset rather than being considered a 
secondary addition. Furthermore, research indicates that project-based learning enhances students' 
practical skills and understanding of real-world challenges by having them carry out actual translation 
projects under the mentorship of experienced professionals (Sofyan & Tarigan, 2023; Tandiana et al., 
2025). A comparative analysis of European MA translation programs reveals differences in the ways 
internships and theoretical components are combined  (Torres-Simón & Pym, 2019). 

To ensure that these experiences support deeper learning, reflective components must also be built 
into the curriculum. These can take the form of learning journals, reflective portfolios, or guided peer 
discussions, which allow students to critically assess their decision-making processes and professional 
growth. By thoughtfully designing curricula that align theory with practice and integrate reflection as 
a core pedagogical feature, institutions can better prepare students to navigate the demands of 
professional translation work (Siregar & Stroupe, 2025). 

Despite these efforts, gaps remain in understanding how students experience and make sense of 
academic-practitioner collaboration. While some studies have examined translation curriculum 
effectiveness, few have focused on students’ reflective engagement with both theoretical and practice-
led components. This study aims to address that gap by exploring students’ perspectives on how theory 



81 English Language Teaching Educational Journal   ISSN 2621-6485 
         Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

and practice are integrated, and how their reflections contribute to their development as future 
translators. The findings are expected to inform the development of more responsive and practice-
oriented curricula in translator education. 

Thus, this study investigates students’ reflections on integrating theory and practice in translation, 
focusing on their perspectives on both academic and practitioner-led sessions. By examining their 
experiences, this research contributes to ongoing discussions about pedagogical best practices in 
translator training and offers recommendations for enhancing translation education curricula. 

2. Method 

This study applied a reflective journal procedure as a central qualitative tool to explore how 
students connected theoretical knowledge with practical experience. By guiding students to 
systematically document their thoughts, challenges, and insights after each stage of the integrated 
translation course, the reflective journals served as a primary means of capturing individual learning 
processes and professional development. Together with semi-structured interviews, this approach 
provided a richer understanding of students’ reflections on integrating theory and practice. To enhance 
the trustworthiness of the findings, data triangulation was employed by comparing themes emerging 
from both journals and interviews, ensuring that interpretations were well-grounded and 
representative of students’ shared experiences. 

2.1. Participants 

The participants of this study were 16 fifth-semester students from the English Education Program 
at Universitas Sarjanawiyata Tamansiswa (UST). These students were enrolled in the Principles in 
Translating and Interpreting course, which is designed to introduce both theoretical and practical 
aspects of translation. The group was purposefully selected as they had completed both academic 
sessions with their lecturer and practice-oriented sessions with a professional translator, making them 
suitable subjects for exploring reflections on the integration of theory and practice in translation. 
Notably, the practitioner-led sessions conducted as part of the Praktisi Mengajar program in 2024 is 
part of the Merdeka Belajar Kampus Merdeka (MBKM) policy, which brings industry professionals 
to co-teach university courses and help bridge the gap between academic learning and professional 
practice. Funded by the Ministry of Research and Technology, this initiative supports 
recommendations to include authentic, industry-based experiences in translation education (Torres-
Simón & Pym, 2019; Dewi, 2019; González-Davies & Enríquez-Raído, 2016). 

2.2. Data Collection Technique 

Data were collected using two main instruments: post-course reflective journals and semi-
structured interviews. The reflective journals were written by each student at the end of the course, 
guided by prompts that asked them to evaluate their experiences of learning translation theory and 
engaging with real-world practice (Korol, 2024; Pietrzak, 2019a). The interviews were conducted 
individually and focused on the students’ perceptions of how theory and practice were integrated, the 
challenges they encountered, and the value they derived from each learning component. These 
methods reflect recommendations in recent scholarship for using multi-method reflective tools to 
capture students' perspectives more holistically (Alolaywi, 2022; Crezee & Marianacci, 2022). 

2.3. Data Analysis Technique 

This study employed a qualitative case study design to analyze students’ reflections on integrating 
theory and practice in translation training. Two data sources were used: post-course reflective journals 
and semi-structured interviews. Each data set was analyzed using thematic analysis, following the six-
phase process originally proposed by Braun and Clarke (2006), as described and applied by Nowell 
et al. (2017) to meet trustworthiness criteria in qualitative research. The analytical framework also 
drew on recent studies that emphasize the value of reflection-on-action and structured reflective 
practices for developing translation competence (Dalol & Ali, 2023; Korol, 2024; Pietrzak, 2019a). 

1) Reflective Journals 

Students’ reflective journals were collected after the completion of both academic and practitioner-
led sessions. These journals contained students’ self-assessments of their learning experiences, with 
prompts focusing on theoretical understanding, practical challenges, and professional development  
(Pietrzak, 2019a). The analysis began with a thorough review of all entries. Initial codes were 



ISSN 2621-6485 English Language Teaching Educational Journal 82 

 Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

generated manually and categorized under emergent themes such as “application of theory”, 
“professional insights from practitioners”, and “personal growth”. The themes were then reviewed to 
ensure coherence and accuracy in representing students’ retrospective evaluations. The analysis 
emphasized how students internalized translation theory, processed their experiences, and formulated 
learning outcomes through reflection-on-action. 

To guide students in writing meaningful and structured reflections, a post-course reflective journal 
prompt was developed as part of the data collection instrument. 

Post-Course Reflective Journal  

Instructions: 
Write a reflective journal summarizing your learning experience throughout the translation course. 
Focus on the integration of theoretical knowledge and practical skills. Use the following guiding 
questions: 

A. Overall Learning Journey 

What were your main takeaways from the academic sessions? 

What were your main takeaways from the practitioner sessions? 

How do you think the two approaches (academic and practitioner) complement each other? 

B. Challenges and Solutions 

What challenges did you face in combining theory and practice during the course? 

How did you address or overcome those challenges? 

C. Personal Growth and Insights 

How has this course influenced your understanding of translation as a profession? 

What skills or knowledge from this course will be most beneficial for your future as a 
translator? 

D. Suggestions for Improvement 

What aspects of the course could be improved to integrate theory and practice better? 

 

2) Interviews 

Given the small number of participants (N = 16), all students enrolled in the Principles in 
Translating and Interpreting course took part in semi-structured interviews. These interviews explored 
students’ reflections on combining academic theory with practitioner-led practice and complemented 
the reflective journals for triangulation. Thematic analysis focused on students’ learning experiences, 
the interplay between theory and practice, and the challenges they encountered. Analyzing journals 
and interviews separately preserved the integrity of each data source, while triangulation enhanced 
validity by revealing recurring patterns and insights. Guided by the concept of reflection-on-action, 
this approach captured how students developed translation competence and professional identity 
through integrated learning. 

In addition to describing the analysis, the study also developed an interview guide to help structure 
the semi-structured interviews. This guide aims to encourage students to reflect critically on their 
learning experiences, the integration of theory and practice, challenges faced, and professional 
development. 

Interview Guidelines 

Instructions:  

Answer each question as honestly and thoroughly as possible, drawing on specific examples from 
your coursework, both in the academic sessions and the practitioner-led workshops. There are no 
right or wrong answers—your insights will contribute to a deeper understanding of how students 
experience and respond to translation training that combines theoretical learning with professional 
practice. 



83 English Language Teaching Educational Journal   ISSN 2621-6485 
         Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

A. Learning Experience 

How would you describe your experience learning theory in class? 

How was your experience working with the translation practitioner? 

What are the main differences between learning with your lecturer and with the practitioner? 

B. Integration of Theory and Practice 

Do you feel that the theory taught in class supports the practices introduced? Why or why not? 

Can you give an example of a situation where theory helped you understand the practice, or 
vice versa? 

C. Challenges and Strategies 

What was the biggest challenge you faced in integrating theory and practice? 

How did you overcome that challenge? 

D. Personal Reflection 

What do you think was the most valuable aspect of the practitioner sessions?  

How has this experience influenced your view of translation as a profession? 

 

To illustrate this process, Figure 1 shows how academic instruction and practitioner workshops 
were combined, followed by student reflections documented in journals and interviews. This analysis 
led to a deeper understanding of how reflective practice bridges theory and real-world translation 
practice. 

 

Fig. 1.  Flowchart Illustrating the Reflective Learning Process in an Integrated Translation Course 

As shown in Figure 1, this sequence—from integrated teaching to reflective journaling and 
interviews, followed by thematic analysis—helped capture students’ evolving perceptions and 
strategies. By systematically linking learning activities, data collection, and analysis, the study ensured 
that students’ voices remained central to understanding how theoretical knowledge and practical 
experience interact in translator training. 

3. Finding and Discussion 

3.1.  Findings 

The thematic analysis revealed six main themes describing how students bridged theory and 
practice. These themes illustrate the dynamic learning process facilitated by the integration of 
academic sessions, practitioner-led workshops, and reflective practice (Dangerfield & Napier, 2016; 
Korol, 2024). 



ISSN 2621-6485 English Language Teaching Educational Journal 84 

 Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

To provide a clear overview of the qualitative data analysis, Table 1 below summarizes the six key 
themes identified from students’ reflective journals and interviews. These themes reflect students’ 
evolving understanding of translation, their experiences in bridging theory and practice, the strategies 
they employed to overcome challenges, and the formation of their professional identity. Presenting 
this summary helps contextualize the detailed discussion that follows and illustrates the breadth of 
perspectives captured through the integrated reflective process. 

1)  Appreciation of Academic and Practitioner Input 

Most students (14 out of 16 in reflective journals and 13 out of 16 in interviews) expressed 
appreciation for the academic sessions, highlighting their value in building a strong theoretical 
foundation. These sessions were particularly noted for enhancing students’ understanding of key 
translation principles such as equivalence, translation strategies, and the analysis of source and target 
texts. In addition, nearly all students (15 out of 16 in journals and 10 out of 16 in interviews) reported 
that the practitioner-led sessions were instrumental in exposing them to the realities of professional 
translation practice. These sessions provided practical experience, including the use of computer-
assisted translation (CAT) tools like MemoQ, receiving professional feedback, and learning about 
client expectations and industry standards. The integration of AI tools can also support reflective 
revision by giving immediate feedback on draft translations, encouraging students to critically assess 
their own work (Xu et al., 2024). One student emphasized this distinction, stating in an interview, 
“From the lecturer, I understood the principles behind translation, but it was the practitioner who 
made me realize how flexible and responsive I needed to be in real-world settings.” 

2) Integration of Theory and Practice 

Most students (13 out of 16) expressed that the academic and practitioner sessions complemented 
each other in both journals and interviews. They found that theory offered a basis for understanding 
translation decisions, while practice helped them apply and refine those decisions in context. 

Figure 2 below illustrates how students viewed the dynamic interplay between theoretical 
instruction and practical experience. 

 

Fig. 2.  Complementarity of academic theory and practitioner-led practice in students’ reflections 

Interview: “Sometimes I didn’t fully understand the theory until I saw how it worked during a real 
translation task.” 

Journal: “This course helped me understand that theory is not just abstract—it becomes real when 
applied to actual texts.” 

3)  Challenges in Bridging Theory and Practice 

Students used strategies like improving English skills, collaborating with peers, reviewing 
theoretical frameworks, and creating checklists to support their translation practice. Reflective 
journals helped them systematically track these strategies over time. One student noted, “I created a 
list of strategies based on class discussions and used it to check my translation,” showing how 
journaling promoted metacognitive awareness and critical self-evaluation. 

Semi-structured interviews provided a chance to discuss these strategies in more depth and 
highlight the value of peer support and reflective thinking. As one student explained, “Discussing 
problems with classmates helped me connect theory with what I did in practice.” This dual approach—



85 English Language Teaching Educational Journal   ISSN 2621-6485 
         Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

combining journals and interviews—captured both evolving reflections and students’ reasoning about 
why certain strategies were effective in bridging theory and practice. 

Common challenges reported included difficulty translating into English due to limited vocabulary 
or grammar (10 students), applying theory in practice (8 students), and adapting to different teaching 
approaches (5 students). Reflective journals documented students’ real-time struggles, such as 
“Sometimes I knew the theory, but when I had to apply it, I wasn’t sure how to start the translation.” 
Interviews offered space to explain these reflections further, with one student sharing, “I got stuck 
when the practitioner told us to simplify a sentence, but in class we learned to maintain the original 
structure.” 

Overall, combining reflective journals and interviews provided a richer, triangulated view of 
students’ learning processes. This approach revealed not only the specific challenges students faced 
but also how they analysed, adapted, and grew in their understanding of translation as both an 
academic discipline and a professional practice. 

4) Challenges in Bridging Theory and Practice 

Students adopted a range of strategies to overcome challenges they faced during the translation 
process, including improving their English proficiency, collaborating with peers, systematically 
reviewing theoretical concepts, and developing personal tools such as checklists. Reflective journaling 
played an important role in this process by enabling students to document their evolving strategies, 
notice recurring difficulties, and consciously track improvements over time. One student wrote in their 
journal, “I created a list of strategies based on class discussions and used it to check my translation.” 
This demonstrates how reflective writing encouraged self-monitoring and critical thinking about 
individual translation decisions. 

In parallel, the semi-structured interviews provided a space for students to elaborate on these 
strategies verbally, offering richer insight into how collaborative reflection and peer feedback 
supported their learning. As expressed by one student during an interview, “Discussing problems with 
classmates helped me connect theory with what I did in practice.” 

By using both reflective journals and interviews, the study was able to capture not only what 
strategies students employed but also how they understood and articulated the value of these strategies 
in bridging theoretical learning with real-world translation practice. 

5)  Challenges in Bridging Theory and Practice 

Thirteen students described a significant transformation in their understanding of what it means to 
be a translator. Initially, many viewed translation primarily as a linguistic exercise focused on 
accuracy and word choice. Through the combined experience of academic instruction, practitioner-
led workshops, and structured reflection, they began to see translation instead as a professional 
responsibility that demands critical judgment, ethical awareness, and sensitivity to audience and 
context. 

One student articulated this shift in a reflective journal: “Now I see that translation is not just 
changing words, but making sure the message is appropriate for the audience.” This highlights how 
journaling encouraged deeper critical engagement with the role of translators as communicators rather 
than mere language converters. 

The interviews complemented these written reflections by providing space for students to express 
how their sense of identity evolved throughout the course. As one student shared during an interview, 
“This course made me feel like a translator, not just a student.” 

By combining these two data sources, the study was able to capture both the internal realization 
documented in journals and the more explicit articulation of professional growth shared in interviews, 
together demonstrating how integrated learning experiences can foster the development of a reflective 
and confident translator identity. 

6)  Challenges in Bridging Theory and Practice 

Several students offered constructive suggestions for improving the integration of theory and 
practice within the course. To illustrate these suggestions visually, see Figure 3 below, which 
summarizes the main areas for improvement identified by students in both reflective journals and 
interviews. 



ISSN 2621-6485 English Language Teaching Educational Journal 86 

 Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

 

Fig. 3.  Suggestions for improving the integration of theory and practice in the translation course 

 A total of 12 out of 16 students in their reflective journals and 11 out of 16 during interviews 
recommended enhancements such as incorporating more authentic translation projects, strengthening 
the coordination between academic instruction and practitioner-led sessions, and expanding the use 
of translation technologies. Additionally, 6 students in journals and 5 in interviews proposed the 
inclusion of internships or mentorship programs to expose them to real-world translation workflows 
further. These suggestions reflect students’ growing metacognitive awareness and their desire for a 
more seamless and professionally oriented learning experience. As one student expressed in an 
interview, “It would help if the practitioner and lecturer followed up on each other’s sessions.” 
Similarly, a journal entry stated, “Maybe we can simulate a real translation project from start to 
finish.” Such insights indicate a reflective maturity and a proactive attitude toward optimizing 
translator education. 

3.2.  Discussion 

The findings of this research emphasize the importance of merging theoretical understanding with 
hands-on experience in training programs for translators. This combination proves to be most effective 
when paired with organized reflection, allowing students to relate their classroom education to 
practical applications  (Pietrzak, 2019b; Zohrabi & Xodabande, 2024). To illustrate this, Figure 4 
below shows students’ reflections on how combining theory and practice contributed to their learning 
and professional growth. 

 

Fig. 4.  Students’ reflections on the importance of merging theoretical knowledge with practical experience. 

By participating in reflective tasks such as journaling and conducting interviews (Dangerfield & 
Napier, 2016; Farrell, 2015), students progressed from merely absorbing content to critically assessing 
their translation methods. They became more proactive in evaluating their decisions and connecting 
those choices to both theoretical concepts and practical requirements. Importantly, these reflections 



87 English Language Teaching Educational Journal   ISSN 2621-6485 
         Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

ultimately translated into measurable improvements in translation proficiency, as students learned to 
justify their choices, revise based on professional feedback, and approach texts with heightened 
audience awareness—key indicators of professional readiness. 

Building directly on Schön’s (1983) original concept of reflection-on-action—defined as “the 
process by which practitioners reflect on their actions after the event to discover how their knowing-
in-action may have contributed to an unexpected outcome” (Schön, 1983) —the findings show that 
students gained deeper insights when they reviewed their translation experiences after completing 
tasks. This reflective process enabled them to compare academic knowledge with practical realities, 
recognize inconsistencies, and refine their strategies. Reflection thus served not only to consolidate 
learning but also to help students anticipate professional challenges—such as balancing accuracy with 
readability—and respond with theory-informed decisions. In this way, reflection supported the 
development of adaptive, context-sensitive translation competence directly applicable to professional 
practice (Dangerfield & Napier, 2016; Fraser et al., 2024; Pietrzak, 2019b).         

Students consistently recognized the academic component of the course as fundamental in shaping 
their theoretical understanding of translation. Concepts such as equivalence, Skopos theory, and 
communicative translation were regarded as critical tools that informed their analytical approach and 
helped them view translation as a purposeful, audience-focused, and culturally sensitive activity. 
However, it was through practitioner-led sessions that these theories were fully realized, allowing 
students to navigate authentic translation scenarios. The theme of appreciation of academic and 
practitioner input also revealed underlying tensions: some students initially struggled to reconcile the 
theoretical emphasis on fidelity and linguistic precision with practitioners’ demands for flexibility and 
functional adaptation. Rather than undermining learning, these tensions encouraged students to reflect 
critically on the nature of translation and recognize it as an inherently context-driven process. 

The practical sessions challenged students to translate theoretical knowledge into action while 
navigating authentic professional demands. As one student observed, “At first, theory seemed abstract, 
but when the practitioner asked us to justify our translation choices, I realized I needed to connect my 
decisions with what we had learned in class.” Another student shared a similar realization, stating, 
“We learned about Skopos theory in lectures, but I didn’t understand its relevance until I had to choose 
a tone for a tourism brochure and explain why it suited the target readers.” By learning to articulate 
their reasoning, students developed habits directly transferable to professional contexts, such as 
explaining choices to clients or creating project briefs. 

This progression from theoretical abstraction to situated competence aligns with recent 
perspectives emphasizing that learners develop translation skills most effectively through active 
participation, reflection, and socially situated practice (Fraser et al., 2024; Korol, 2024; Siregar & 
Stroupe, 2025). Rather than viewing knowledge as something transmitted from teacher to student, 
these approaches frame learning as a dynamic process shaped by collaboration, reflective engagement, 
and authentic professional experiences. In this study, students’ reflections indicated that their 
understanding of translation theory became significantly more meaningful and applicable once they 
engaged in hands-on translation tasks under the guidance of professional practitioners. The transition 
from abstract classroom discussions to contextualized practice revealed gaps in their comprehension 
but also created opportunities for deeper learning and strategic growth. 

A total of 16 students, as reflected in both journals and interviews, reported that after getting 
helpful criticism from professionals who pushed them to look beyond theoretical definitions, their 
capacity to defend and explain translation choices had significantly improved. One student said, "After 
receiving feedback from the practitioner, I had to revise my translation, and I began to understand 
why certain theories were important—it wasn't just about knowing them but using them to make better 
choices." As one student put it, "I was forced to think more critically and make sure my translation fit 
the real context when I had to explain why I chose a certain expression for a client brief—it helped 
me understand the theory better." These observations highlight the fact that developing translation 
competency requires thoughtful practice and genuine engagement with professional standards and 
expectations rather than just theoretical exposure. 

Furthermore, the study highlights the constructive tension that emerged between academic 
instruction and the practical demands of professional translation. While classroom-based learning 
frequently emphasized theoretical accuracy, linguistic equivalence, and fidelity to the source text, the 
practitioner-led sessions introduced students to a different set of expectations grounded in industry 



ISSN 2621-6485 English Language Teaching Educational Journal 88 

 Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

realities, namely, audience orientation, functional effectiveness, and adaptability to client briefs. This 
contrast prompted students to reflect critically on the nature of translation and recognize that it is not 
governed by fixed rules but shaped by contextual demands and communicative goals. Evidence from 
the data shows that 10 out of 16 students explicitly mentioned this tension in their reflective journals, 
describing moments when they had to choose between sticking closely to theoretical models or 
adapting to practical needs. Similarly, in interviews, 9 students shared concrete examples where 
practitioner feedback challenged their theoretical assumptions and encouraged more flexible 
strategies. One student noted, “In class, we were taught to keep close to the source text, but during 
practice, I was asked to adjust the tone and expressions to suit the target reader. That’s when I 
understood how context can change what’s considered a good translation.” Another student 
expressed a similar realization: “At first, I thought I had to choose between what the lecturer taught 
and what the practitioner expected, but later I saw that both had value depending on the purpose of 
the translation.” These reflections demonstrate how navigating differing expectations deepened 
students’ understanding of translation as a flexible, decision-driven process—an insight that aligns 
with Risku’s (2016) model of situated learning, where translation competence is context-sensitive and 
constructed through real-life practice rather than abstract rules. 

Notably, Students increasingly recognized translation as a socially and professionally situated 
activity (Korol, 2024; Siregar & Stroupe, 2025), moving beyond seeing it merely as a technical 
exercise focused on accuracy and equivalence. Exposure to real-world translation tasks and 
practitioner feedback helped them view translation as a set of audience-focused, context-sensitive 
decisions shaped by genre and purpose. This shift was supported by data: 12 out of 16 students 
reported in journals a change from a purely linguistic view to a broader, communicative perspective, 
while 11 noted in interviews that practitioner feedback encouraged them to consider user expectations. 
This aligns with recent research highlighting that critically evaluating one’s actions fosters 
professional competence (Fraser et al., 2024; Zohrabi & Xodabande, 2024). As one student reflected, 
“Translation choices depend on what the message needs to achieve in the target language,” and 
another noted, “Now I think about who will read the translation and what they need from it.” This 
growing metacognitive awareness is key for developing reflective, professionally competent 
translators and suggests that translator education should intentionally cultivate this mindset to help 
students adapt theory to diverse real-world contexts. 

In developing strategies to manage translation challenges, students drew on several approaches. 
Many used theoretical checklists from class to guide their decisions, while others highlighted the 
benefits of peer discussions and feedback from lecturers and practitioners. Reflective journaling also 
proved especially valuable, helping students identify patterns in their reasoning, recognize 
weaknesses, and track progress over time. As one student explained, “Keeping a journal helped me 
notice patterns and fix things over time,” and another noted, “Writing after each session showed me 
what worked and what didn’t.” These findings support earlier research suggesting that reflective 
practice not only improves strategic competence but also fosters autonomy and critical self-awareness 
(Dangerfield & Napier, 2016; Korol, 2024; Pietrzak, 2019b). 

Another key finding of this study was the gradual development of students’ professional identity 
as translators. By engaging with theoretical frameworks and practice-based tasks led by practitioners, 
students shifted from simply completing assignments to adopting the mindset of professional 
translators. This shift was reflected in greater confidence, ethical awareness, and a clearer sense of 
responsibility toward real audiences. One student noted, “This course made me feel like I was doing 
real translation work, not just class exercises,” while another shared, “For the first time, I felt 
accountable to a real audience, not just my lecturer.” These reflections indicate that the course 
structure helped students move beyond technical skills to internalize professional values, audience 
awareness, and self-directed learning—key aspects of translator education. 

Finally, students’ suggestions for improving the course provide valuable insights into pedagogical 
refinement. Their recommendations, such as aligning theoretical and practitioner content more clearly, 
increasing opportunities for simulated projects, and extending post-task reflections, demonstrate a 
sophisticated understanding of how learning design influences professional readiness. These 
suggestions reflect a form of reflective maturity in which learners become active stakeholders in the 
educational process, not just passive recipients of instruction.  

 



89 English Language Teaching Educational Journal   ISSN 2621-6485 
         Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

4. Conclusion 

This study shows that integrating theoretical instruction, practitioner-led sessions, and structured 
reflection can significantly enhance student learning and professional development. Students built a 
solid theoretical foundation while learning to critically assess and adapt translation strategies through 
reflection. Challenges in bridging theory and practice became valuable learning moments, helping 
students internalize key concepts and gain confidence as emerging professionals. However, the study 
also faced limitations, including differences in student engagement, time constraints, and limited 
access to advanced translation tools. These challenges highlight the need for stronger institutional 
support and curriculum planning to ensure students can fully apply theoretical knowledge in practice. 
Overall, the findings underline the importance of designing translation programs that balance 
academic rigor with authentic, practice-based learning. Collaborative models involving lecturers and 
practitioners, supported by reflective practice, help students develop both technical competence and 
professional identity. Future research could explore how such models impact graduates’ professional 
performance or examine the role of technologies like AI in enhancing reflective learning. 

 

Acknowledgment 

The authors thank all the participants who have shared their voices so that this study could be 

accomplished. The authors’ gratitude also goes to the anonymous reviewers for their constructive 

and substantial feedback so that this manuscript could be published and reach wider readers.  

Declarations 

Author contribution : The research was collaboratively undertaken by both authors, 
encompassing topic selection, proposal development, 
methodological application, data analysis, and the preparation of the 
discussion section. Author 1 assumed primary responsibility for 
managing the publication process, while both authors jointly 
contributed to covering the publication fee. 

Funding statement : No funding is available for this research. 

Conflict of interest : I declare that there are no competing interests. 

Ethics Declaration : As the author, I confirm that this work has been written based on 
ethical research principles in compliance with our university’s 
regulations and that the necessary permission was obtained from the 
relevant institution during data collection. I fully support ELTEJ’s 
commitment to upholding high standards of professional conduct and 
practicing honesty in all academic and professional activities.   

Additional 
information 

: No additional information is available for this paper. 

 

 
 

REFERENCES  

Alolaywi, Y. (2022). The effects of a translation training program on English as a foreign language 

trainees’ translation skills. Frontiers in Education, 7(August), 1–8. 

https://doi.org/10.3389/feduc.2022.942272    

Chairina, M. A., Febriansyah, G., Yudistira, S., & Fareth, D. (2025). From Theory to Practice : 

Enhancing Translation Skills through Syntax Mapping and Shift Strategies. 5(1), 1–15. 

https://doi.org/https://doi.org/10.24036//ijolp.v5i1.109  

Crezee, I., & Marianacci, A. (2022). ‘How did he say that?’ interpreting students’ written reflections 

on interprofessional education scenarios with speech language therapists. The Interpreter and 

Translator Trainer, 16(1), 19–38. https://doi.org/10.1080/1750399X.2021.1904170  

https://doi.org/10.3389/feduc.2022.942272
https://doi.org/https:/doi.org/10.24036/ijolp.v5i1.109
https://doi.org/10.1080/1750399X.2021.1904170


ISSN 2621-6485 English Language Teaching Educational Journal 90 

 Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

Dalol, A. A. A., & Ali, A. M. (2023). The Impact of Reflective Practice on Translators Competence 

As Perceived By Academically Trained and Untrained Translators. Electronic Journal of 

University of Aden for Humanity and Social Sciences, 4(1), 116–128. 

https://doi.org/10.47372/ejua-hs.2023.1.238  

Dangerfield, K., & Napier, J. (2016). Tracking The Development Of Critical Self-Reflective Practice 

Of A Novice Sign Language Interpreter: A Case Study. Journal of Interpretation, 25(1), 3. 

https://digitalcommons.unf.edu/joi/vol25/iss1/3/  

Dewi, H. D. (2019). Translation Competences for Indonesian Novice Translators. Journal of 

Language and Literature, 19(1), 114–122. https://doi.org/https://10.24071/joll.2019.190111  

Farrell, T. S. C. (2015). Reflective language teaching: From research to practice. Bloomsbury 

Academic. 

Fraser, M., Wotring, A., Green, C. A., & Eady, M. J. (2024). Designing a framework to improve 

critical reflection writing in teacher education using action research. Educational Action 

Research, 32(1), 43–59. https://doi.org/10.1080/09650792.2022.2038226  

González-Davies, M., & Enríquez-Raído, V. (2016). Situated learning in translator and interpreter 

training: bridging research and good practice. The Interpreter and Translator Trainer, 10(1), 

1–11. https://doi.org/10.1080/1750399X.2016.1154339  

Holewik, K. (2021). Peer feedback and reflective practice in public service interpreter training. 

Theory and Practice of Second Language Acquisition, 6(2), 133–159. 

https://doi.org/10.31261/TAPSLA.7809  

Kim, M. (2016). Perceptions of Translation Students about Reflective Journal Writing View project 

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

project. In The Journal of Interpretation & Translation Education (Vol. 14, Issue 2). 

https://www.researchgate.net/publication/326835047  

Kiraly, D. C. (2015). Occasioning translator competence. Translation and Interpreting Studies, 

10(1), 8–32. https://doi.org/https://10.1075/tis.10.1.02kir 

Korol, T. H. (2024). DIGITAL REFLECTIVE JOURNAL IN THE TRANSLATION 

CLASSROOM: DOES THE FORMAT CHANGE THE GAME? LLT Journal: A Journal on 

Language and Language Teaching, 27(1), 136–156. 

https://doi.org/https://doi.org/10.24071/llt.v27i1.8132  

Laviosa, S. (2019). Translanguaging and Translation Pedagogies. Moving Boundaries in Translation 

Studies, May, 181–199. https://doi.org/10.4324/9781315121871-12  

Liu, C. F. M. (2017). Perception of translation graduates on translation internships, with mixed-

methods approach. Babel, 63(4), 580–599. 

https://doi.org/https://doi.org/10.1075/babel.63.4.06liu  

Munday, J., Pinto, S. R., & Blakesley, J. (2022). Introducing Translation Studies (Fifth edit). 

Routledge. https://doi.org/10.4324/9780429352461  

Nord, C. (2018). Translating as a Purposeful Activity. In Translating as a Purposeful Activity. 

https://doi.org/10.4324/9781315760506  

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to 

Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1–13. 

https://doi.org/10.1177/1609406917733847  

Orlando, M. (2016). Training 21st Century Translators and Interpreters: At the Crossroads of 

Practice, Research, and Pedagogy. Frank & Timme GmbH. 

Pietrzak, P. (2019a). Scaffolding student self-reflection in translator training. Translation and 

Interpreting Studies, 14(3), 416–436. https://doi.org/10.1075/tis.18029.pie  

Pietrzak, P. (2019b). The potential of reflective translator training. InTRAlinea, 21(October). 

https://doi.org/10.47372/ejua-hs.2023.1.238
https://digitalcommons.unf.edu/joi/vol25/iss1/3/
https://doi.org/https:/10.24071/joll.2019.190111
https://doi.org/10.1080/09650792.2022.2038226
https://doi.org/10.1080/1750399X.2016.1154339
https://doi.org/10.31261/TAPSLA.7809
https://www.researchgate.net/publication/326835047
https://doi.org/https:/doi.org/10.24071/llt.v27i1.8132
https://doi.org/10.4324/9781315121871-12
https://doi.org/https:/doi.org/10.1075/babel.63.4.06liu
https://doi.org/10.4324/9780429352461
https://doi.org/10.4324/9781315760506
https://doi.org/10.1177/1609406917733847
https://doi.org/10.1075/tis.18029.pie


91 English Language Teaching Educational Journal   ISSN 2621-6485 
         Vol. 8, No. 2, August 2025, pp. 78-91 

 Kristanto, T, M, A. & Sudirman, A.  (Students’ reflections on integrating theory and practice in…..) 

Rajendram, S., Shi, W., & Jun, J. (2023). Translanguaging in higher education: experiences and 

recommendations of international graduate students from the Global South. Critical Inquiry in 

Language Studies, 20(3), 258–278. https://doi.org/10.1080/15427587.2023.2242991  

Risku, H. (2016). Situated learning in translation research training: academicresearch as a reflection 

of practice. THE INTERPRETER AND TRANSLATOR TRAINER, 10(1), 12–28. 

https://doi.org/dx.doi.org/10.1080/1750399X.2016.1154340  

Robert, I. S., Schrijver, I., & Ureel, J. J. (2024). Measuring translation revision competence and post-

editing competence in translation trainees: methodological issues. Perspectives: Studies in 

Translation Theory and Practice, 32(2), 177–191. 

https://doi.org/10.1080/0907676X.2022.2030377  

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books. 

Siregar, M., & Stroupe, R. (2025). Theoretically informed students ’ worksheet based on 

metacognitive strategies for a translation course. Indonesian Journal of Applied Linguistics, 

15(1), 198–208. https://doi.org/10.17509/ijal.v15i1.76549  

Sofyan, R., & Tarigan, B. (2023). Becoming professional translators: Developing effective TAP 

course for undergraduate students. Indonesian Journal of Applied Linguistics, 12(3), 765–776. 

https://doi.org/10.17509/ijal.v12i3.38780  

Tandiana, S. T., Abdullah, F., Anwar, D., & Maspupah, E. (2025). An Online Communicative 

Translation Assessment Model in an Indonesian EFL Translation Class: Students’ Perceptions. 

Studies in English Language and Education, 12(1), 216–232. 

https://doi.org/10.24815/siele.v12i1.35265  

Tiessen, R. (2018). Improving Student Reflection in Experiential Learning Reports in Post-

Secondary Institutions. Journal of Education and Learning, 7(3), 1. 

https://doi.org/10.5539/jel.v7n3p1  

Torres-Simón, E., & Pym, A. (2019). European Masters in Translation. February, 75–97. 

https://doi.org/10.1075/ata.xix.04tor  

Xu, S., Su, Y., & Liu, K. (2024). Integrating AI for Enhanced Feedback in Translation Revision: A 

Mixed-Methods Investigation of Student Engagement. ArXiv:2410.08581v1. 

https://doi.org/https://doi.org/10.48550/arXiv.2410.08581  

Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language 

pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(1), 1–

8. https://doi.org/10.1186/s42862-019-0003-z  

Zohrabi, M., & Xodabande, I. (2024). Reflective practice as a tool for teacher education: a 

comparison between individual and peer reflection of Iranian EFL teachers. Discover 

Education, 3(1). https://doi.org/10.1007/s44217-024-00338-w  

https://doi.org/10.1080/15427587.2023.2242991
https://doi.org/dx.doi.org/10.1080/1750399X.2016.1154340
https://doi.org/10.1080/0907676X.2022.2030377
https://doi.org/10.17509/ijal.v15i1.76549
https://doi.org/10.17509/ijal.v12i3.38780
https://doi.org/10.24815/siele.v12i1.35265
https://doi.org/10.5539/jel.v7n3p1
https://doi.org/10.1075/ata.xix.04tor
https://doi.org/https:/doi.org/10.48550/arXiv.2410.08581
https://doi.org/10.1186/s42862-019-0003-z
https://doi.org/10.1007/s44217-024-00338-w

