Developing translation problem-solving behaviours through exploratory talk-driven collaborative learning: a quasi-experimental study on process, outcomes and engagement

This study proposes and validates a new model termed Exploratory Talk-Driven Collaborative Learning (ETDCL), integrating structured exploratory talk into Collaborative Learning (CL) to enhance translation problem-solving behaviours. A 16-week quasi-experimental study compared an experimental group (EG) using ETDCL with a control group (CG) following traditional CL. Multimodal data were analysed through a mixed-methods approach. Key findings include: (1) Although both groups displayed similar proportions of uninterrupted problem-solving bundles, the EG exhibited a notable increase in the proportion of Collaborative Problem Recognition (CPR) behaviours, reflecting a greater proportional emphasis on problem identification within the collaborative process. (2) The EG showed enhanced individual problem-solving behaviours, characterised by a higher proportion of uninterrupted bundles and a hierarchical distribution of sub-behaviours: Problem Recognition (PR) >Solution Proposal (SP) >Solution Evaluation (SE). Notably, while the EG demonstrated significant within-group reductions in macro-level, syntactic, and lexical errors, its statistically superior performance over the CG was uniquely evident in the reduction of macro-level discourse errors and syntactic errors. (3) The EG showed higher levels of behavioural, cognitive and emotional engagement. This research contributes to translation pedagogy by providing preliminary evidence for ETDCL as a promising model for fostering collaborative and individual problem-solving behaviours.