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

Yan Zhang

European Journal of Education Science, 2025, vol. 1, issue 1, 70-76

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.

Keywords: peer review; field-dependent/independent cognitive styles; learning performance (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:dba:ejesaa:v:1:y:2025:i:1:p:70-76

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