The Influence of Autonomous Learning on English Majors’ Chinese-English Translation Competence in China: A Case Study

“Learner autonomy,” alternatively termed “autonomous learning” or “independent learning,” refers to the capacity of learners to take charge of their own educational process. In Chinese-English translation, autonomous learning enables learners to identify and analyze the specific problems and difficulties associated with Chinese-English translation. Autonomous Learning activities in translation involve three parties: the learners themselves, their peers, and the teachers, each assuming their respective roles. This empirical study investigates the impact of autonomous learning on Chinese English majors’ C-E translation competence by comparing its effects with those of the traditional learning method. This study employs a mixed-methods design, incorporating both quantitative and qualitative data. The study utilizes multiple instruments, including questionnaires, tests, and interviews. The findings indicate that learners favor autonomous learning in Chinese-English translation, and the experimental group demonstrated greater improvement in translation competence compared to the control group. This case study empirically validates autonomous learning as a helpful tool to develop high-level Chinese-English translation skills in cross-cultural contexts in China, enhancing pedagogical strategies in translation education