An Empirical Study on Improving Literature C-E Translation Proficiency: From Perspective of Self-efficacy and Critical Thinking

This study investigated the relationships between self-efficacy, critical thinking, foreign language enjoyment (FLE), and Chinese-to-English (C-E) translation proficiency in translation majors, aiming to optimize educational practices and boost student performance. Employing a quantitative approach, 276 college students majoring in translation were assessed using various measurement tools and statistical analyses. The results indicated that lower self-efficacy was associated with moderate FLE and slightly moderated critical thinking. Notably, personal FLE and classroom climate-related FLE exhibited significant positive correlations with C-E translation proficiency, while teacher-related FLE did not significantly impact proficiency. Furthermore, both individual FLE and classroom climate-related FLE mediated the relationship between self-efficacy, critical thinking, and C-E translation proficiency. These findings underscore the importance of self-efficacy, a positive classroom environment, personal FLE, and critical thinking in enhancing translation skills, offering practical insights for improving teaching strategies and fostering student proficiency.