HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- NGUYEN THI BAO TIEN DIFFICULTIES IN TRANSLATION THAT STUDENTS MAJORING IN ENGLISH, SPECIALIZING IN BUSINESS ENGLISH AT HO CHI MINH CITY OPEN
INTRODUCTION
BACKGROUND OF THE RESEARCH
In today's globalized world, effective international communication is increasingly essential; however, linguistic diversity poses significant challenges to cultural exchange and mutual understanding among nations (Weaver, 1952) As noted by Siregar (2018), the interconnectedness of the globe allows individuals to access foreign information, predominantly in English, which is often translated into their native languages To facilitate effective global communication, the roles of translation and interpretation are crucial, with this research focusing specifically on the importance of translation.
As international distances continue to shrink, the importance of translation has become increasingly vital, fostering interdependence and connectivity among nations (Grossman, 2010) Throughout history, translation has played a crucial role in shaping literary cultures and facilitating pedagogical advancements, with notable examples such as the translation of Buddhist texts into literary Chinese and the Latinization of the Bible (Sakai, 2006) The field of translation has evolved into a diverse vocation, encompassing roles such as staff translators, freelancers, and machine translation editors, with a wide range of content from literature to scientific information (Hoang, 2005) In 1984 alone, around 150 million pages were translated, highlighting the demand for approximately 175,000 translators globally, including 2,500 translators and 500 interpreters employed by the European Economic Community (EEC) (Hoang, 2005) The significance of translation has been further amplified by the rise of international organizations, the recognition of minority languages, and the growth of global trade (Hoang, 2005).
English is a global language, with around 400 million native speakers and an estimated 2 billion people using it as a second or foreign language (Rintaningrum, 2018).
Despite being the second most spoken language after Chinese, English remains the most widely used language across numerous countries It plays a crucial role in various sectors, including science, education, business, and entertainment, making English proficiency essential for engaging in globalization In Vietnam and several other nations, English has become a compulsory subject at all educational levels, from primary to higher education, further enhancing its significance in fields like medicine, science, and administration.
The significance of translation, particularly in English, is paramount in today's global landscape, as highlighted by Nguyen & Nguyen (2022) They emphasize that English translation serves as a vital tool for information exchange in various transactions across the globe However, achieving accurate translations poses significant challenges, as not all individuals possess the necessary skills to translate documents and contracts effectively Successful translation demands a deep understanding of both the source language (SL) and the target language (TL), specifically Vietnamese and English in this context This proficiency extends beyond mere vocabulary and grammar to include cultural nuances, context, and the subtleties of native language equivalence.
Many learners struggle with translation due to inappropriate materials, tedious processes, and insufficient background knowledge in linguistics According to Sakai (2006), translation challenges extend beyond literature and religion, impacting areas such as commercial advertising, popular entertainment, public administration, international diplomacy, scientific research, judicial procedures, immigration, education, and family life.
STATEMENT OF THE PROBLEM
At Ho Chi Minh City Open University, English majors specializing in Business English are required to complete two levels of Translation Practice (TP), yet many students continue to struggle with translation challenges Factors such as language interference from their mother tongue, issues with equivalence, contextual understanding, and cultural nuances contribute to these difficulties This is evidenced by a low confidence level in translation, with an average score of only 2.82 out of 5 Such challenges not only impede students' ability to grasp translation concepts and negatively impact their TP scores but may also result in significant consequences in their future careers, including contract violations and legal liabilities.
RESEARCH AIMS AND RESEARCH QUESTIONS
This research investigates the challenges faced by junior and senior English majors specializing in Business English at HCMCOU, despite completing a two-level program It aims to identify these translation difficulties and propose practical strategies to enhance students' translation skills To accomplish this, the study will address two key research questions.
1 What are the difficulties in translation that juniors and seniors majoring in English, specializing in Business English at Ho Chi Minh City Open University are facing?
2 What are strategies for students to improve translation skills?
SCOPE OF THE RESEARCH
The survey conducted at Campus 1, SAS, HCMCOU involved 154 junior and senior students majoring in Business English, including a pilot test with 23 participants and an official survey of 131 Data was collected through a questionnaire featuring 15 multiple-choice questions and 2 open-ended questions The analysis utilized SPSS (Statistical Package for the Social Sciences) to evaluate statistical frequency, description, and reliability The research employed a mixed-methods approach, primarily focusing on quantitative methods, while qualitative methods supplemented the data to enhance understanding and support the research questions.
SIGNIFICANCE OF THE RESEARCH
Realizing that students specializing in Business English at HCMCOU still face many challenges in their translation process, the research was conducted with the topic
"Difficulties in translation that students majoring in English, specializing in Business English at Ho Chi Minh City Open University face ".
This article examines the challenges students face in the translation process after completing two levels of Translation Practice (TP), identifying key factors and barriers that hinder their translation skills The research aims to propose effective solutions to enhance translation accuracy, benefiting not only the participating juniors and seniors majoring in Business English but also freshmen and sophomores preparing for TP courses Additionally, the findings will provide valuable insights for students from various majors and institutions seeking to improve their translation abilities.
Accurate research findings provide valuable insights into students' translation challenges, enabling HCMCOU, the School of Advanced Study, and Foreign Language faculty to engage in meaningful discussions This collaboration aims to address students' weaknesses and enhance teaching methods, ultimately leading to higher quality education and improved student outcomes, thereby elevating the institution's reputation.
Research methods aimed at enhancing translation performance can also significantly benefit students in developing their writing and speaking skills Heine (2013) highlights that, despite being viewed as distinct, translation and writing share many common characteristics Both fields often utilize similar factors and research methods, and they are regarded as forms of "text production."
(2013) added Besides, writing and speaking are two productive skills, so the development of one of these two skills can possibly lead to the development of the other.
In conclusion, given the popularity and significance of this research topic, it is anticipated that the findings will be highly applicable and serve as a valuable reference for future studies.
STRUCTURE OF THE THESIS
The thesis comprises five chapters, beginning with an introduction to translation and English, outlining the topic's significance, research aims, two key questions, the methodology, and the paper's structure Chapter 2 provides a literature review on translation and the factors influencing translating ability Chapter 3 details the research methodology, while Chapter 4 focuses on data analysis and discussion Finally, Chapter 5 concludes the thesis with recommendations.
LITERATURE REVIEW
DEFINITION OF TRANSLATION
Translation has been a vital practice across the globe for centuries, with the twenty-first century recognized as a pivotal era for the field (Sakai, 2006; Bassnett, 2013) Understanding the definition of translation is essential for conducting in-depth research on translation and its associated issues Over time, the concept of translation has evolved, leading to various interpretations and definitions.
In 1965, Catford defined translation as the substitution of a text document in one language (source language) for an equivalent text document in another language (target language).
Nida and Taber (1974) emphasized the importance of meaning and style in translation, defining it as the process of reconstructing language from the source language (SL) to the target language (TL) in the most accurate and natural manner possible.
Translation is defined as the process of converting text from the source language (SL) to the target language (TL) in an optimal manner that maintains equivalence Wilss (1982) emphasized that achieving this requires translators to possess a deep understanding of syntactic, semantic, stylistic, and pragmatic elements.
According to Duff (1989), translation was a method of communicating messages that transcends linguistic and cultural obstacles, which is considerably distinct from other studies.
Bell (1991) defined translation as the representation of the target language (TL) based on the source language (SL), emphasizing the importance of preserving both semantic and stylistic elements in the translation process, a notion echoed by Nida & Taber (1974).
Translation and interpretation are often confused, but they serve distinct purposes As noted by Le (2022), translation involves converting written language into another language, creating a document that can be referenced and reviewed In contrast, interpretation refers to the verbal transfer of language, which occurs in real-time and cannot be revisited.
Nida & Taber (1974), Wilss (1982), and Bell (1991) have all offered distinct characteristics and requirements for translation, yet their definitions, developed in different decades of the 20th century, share a comprehensive and consistent understanding of the translation process This highlights the enduring relevance of their insights, emphasizing that translation is fundamentally a linguistic transfer where content from a source language is equivalently rendered into a target language, necessitating the translator's linguistic expertise.
FACTORS AFFECTING TRANSLATION
Hoff (2000) mentioned language as a system of symbols and rules for using symbols in the book “Language Development” While New World Encyclopedia
Language is an organized system of communication, defined by vocabulary and grammar (2013) It serves as a crucial tool for connecting individuals, sharing ideas, and enriching culture (Languages Unlimited, 2023) As the fundamental basis for human expression in both spoken and written forms (New World Encyclopedia, 2013), language significantly influences the translation process Research by Ibrahim (2017) highlights that grammatical categories, linguistic levels, and lexical items affect translation outcomes Additionally, Arono & Nadrah (2019) identified these same factors as sources of challenges in translation.
Vocabulary is a crucial component of language learning, as emphasized by McCarthy (1990), who noted that even with excellent pronunciation and grammar, a learner cannot effectively express their thoughts without a sufficient vocabulary Similarly, Jahansooz (2017) highlighted that while grammar and other elements contribute to effective communication, the importance of vocabulary remains paramount and cannot be overlooked.
Vocabulary learning is essential for language proficiency, as highlighted by Schmitt (2008), who noted that a strong vocabulary is a key indicator of overall language skills Khan et al (2018) emphasized that limited vocabulary knowledge can significantly impede the process of learning a second language Furthermore, Kulsum (2020) pointed out that vocabulary is crucial for effective speaking, writing, listening, and translation, establishing a clear link between vocabulary mastery and translation accuracy Therefore, accumulating lexical resources is vital, as a lack of vocabulary can lead to challenges in both general language use and specific translation tasks.
There are some kinds of words/phrases that may obstruct the translating process.
Terminology refers to a specialized set of terms used within a scientific discipline to express specific concepts, as defined by Hoang (1983) and echoed by Nguyen (2016), who described it as a subset of language consisting of precise words and phrases related to human expertise Additionally, Richards & Schmidt (1992) offered a concise definition, identifying terminology as distinctive words or phrases pertinent to a particular subject or specialized topic, as cited in Nguyen & Truong’s research (2017).
In translation, specialized terminology in various fields often lacks synonyms or substitute phrases, making it crucial for translators to accurately convey meaning According to Nguyen & Nguyen, and Le & Tran (2022), students frequently struggle with specialized vocabulary in areas such as economics, politics, art, electronics, culture, society, health, and education Therefore, it is essential for translators to dedicate time to memorizing these specific terms, which are used in particular contexts and are not widely recognized.
The next two kinds of words that need to be considered are polysemous word and synonym.
Polysemous words, as defined by the Oxford E-dictionary, are those that possess multiple meanings, with one original meaning and several related interpretations For instance, the word "blind" translates to "mù," "mù quáng," or "mù lòa" in Vietnamese In the context of the phrase “Love is blind,” an accurate translation would be “Tình yêu là sự mù quáng,” reflecting the literary nuances of the term Translators must demonstrate a deep understanding of both linguistic and literary contexts to select the most appropriate meaning for effective translation.
Synonyms are words or expressions with similar meanings but different spellings Despite their similarities, not all synonyms can be used interchangeably in every context For example, while "watch" and "look" both refer to directing one's gaze, "look" cannot replace "watch" in the phrase "I am watching a film." Thus, translators must have a deep understanding of word meanings, context, and the specific characteristics of each synonym to determine appropriate substitutions.
While polysemous words and synonyms can enhance foreign language learning, consistency in word usage is crucial when translating administrative, legal documents, or contracts Accurate translation requires selecting context-appropriate words, necessitating a strong understanding of a polysemous word's meanings and the contexts in which synonyms can be used Le & Tran (2022) highlight that these words often pose challenges for students in both English-Vietnamese and Vietnamese-English translations Nguyen & Truong (2017) categorize polysemous words as having average difficulty, whereas Nguyen & Nguyen (2022) consider their difficulty to be minimal Despite differing viewpoints, it is essential to assess the impact of polysemous words on students' translation outcomes to implement effective strategies.
Idioms and collocations often present significant challenges in language use, as their meanings frequently differ from the individual words that compose them Awwad (1990) identified these linguistic features as major obstacles for translators, attributing the difficulties to misunderstandings of the source's intent, lack of awareness of linguistic distinctions between languages, and challenges in finding equivalent terms that preserve the original characteristics, as noted by Nguyen & Truong (2017) Additionally, Nguyen & Nguyen (2022) highlighted that university students struggle with translating idioms due to limited exposure in earlier educational stages, resulting in a lack of familiarity and proficiency in producing accurate translations.
While automatic electronic translation tools like Google Translate and TFlats Dictionary offer benefits in accuracy and efficiency, they often struggle with idioms and collocations, resulting in inaccurate translations that may not fit the context or literary style For instance, Google Translate fails to accurately translate the English idiom into Vietnamese, opting for a literal word-by-word approach instead Consequently, achieving correct translations for idiomatic expressions relies heavily on the translator's expertise, necessitating significant time for research and study.
Image 2.1: Wrong translation from English to Vietnamese by Google Translation
Grammar is often seen as a set of rules for language use, but it encompasses a variety of components that ensure accuracy and meaning in communication It represents the art of effective writing and speaking, functioning as the mental system that enables individuals to construct and interpret sentences (Dalil & Harrizi, 2013) Rao (2019) emphasizes that grammar is essential across all languages, asserting that a sentence cannot exist without it, as it constitutes the structure and sound of language Furthermore, Siregar (2018) highlights that a deeper understanding of grammar significantly impacts translation, underscoring the importance of grammatical components in this field.
In line with the important role of grammar, which voice should be used and how to translate them correctly are also other aspects of grammar consideration Dao
In 2023, it was noted that active voice emphasizes the subject as the doer of an action, highlighting the agent's role in the sentence Conversely, passive voice is a grammatical structure where the subject receives the action rather than performing it.
When translating between Vietnamese and English, it's crucial to consider the context, culture, and linguistic differences between the source language (SL) and target language (TL) For example, the Vietnamese sentence “Tôi được đi Úc.” typically involves the words “được” and “bị,” which are often rendered in passive voice in English However, a literal translation like “I am gone to Australia” is incorrect; the accurate translation is “I go to Australia.” This highlights the importance of understanding the nuances in translation for effective communication.
Tense is a significant aspect of grammar in translation, representing the timing of remarks, actions, or events as present, past, or future (Wicaksono, 2010) According to Sholeha, Ardian, and Amri (2020), English tenses indicate both the time of an event and its occurrence, encompassing three primary timelines: past, present, and future In Vietnamese, tense is indicated simply by adding "đã" for the past, "đang" for the present, and "sẽ" for the future before the verb (Winning English Academy, 2020) Conversely, English tenses are categorized more specifically within these three timelines (Winning English Academy, 2020; Listia & Febriyanti, 2020).
Simple past tense Past continuous tense Past perfect tense Past perfect continuous
Simple present tense Present continuous tense Present perfect tense Present perfect continuous tense
Future perfect tense Future perfect continuous tense
According to Listia and Febriyanti (2020), proficiency in English tenses and the ability to select the appropriate tense for effective communication is essential for EFL learners However, these learners often encounter significant challenges in constructing accurate English sentences, both in spoken and written forms Additionally, the correct application of English tenses in translation remains a persistent issue, particularly for novice translators, such as university students, who frequently struggle to find equivalent meanings for different tenses (Zhiri, 2014).
PREVIOUS STUDIES
In 2014, Zhiri conducted a study with 63 Moroccan undergraduates, examining the challenges of translating tense and aspect from English to Arabic The findings revealed that students struggled particularly with the Present Perfect and Present Perfect Progressive tenses, often providing varied or no responses when seeking equivalent translations Zhiri emphasized that context plays a crucial role in achieving accurate translations, while also highlighting the importance of language awareness, cultural knowledge, teaching methods, and learning attitudes in influencing translation outcomes.
To enhance language awareness, it is essential to conduct more studies that compare various aspects of the source language (SL) and target language (TL) for learners Engaging with native speakers using the TL can significantly aid learners in practicing real-life scenarios and expanding their cultural understanding Additionally, grammar teaching methods should be contextualized to improve relevance Students must take a proactive approach to their learning, utilizing modern tools and technology This research highlights that differences in tense between Vietnamese and English, along with the diverse tense forms in English, affect the translation process, while the aspect does not align well with the translation context.
In their 2017 study, Nguyen & Truong examined the linguistic challenges faced by 41 seniors specializing in Interpretation - Translation at Can Tho University regarding informational advertising translation The research revealed that students struggled primarily with vocabulary elements such as specialized terms, polysemous words, proper nouns, and idioms, while grammatical aspects like noun phrases, imperative sentences, passive voice, and plural nouns had a minimal impact on the translation process To address these vocabulary and grammar difficulties, the authors suggested strategies including word-for-word translation, omission, addition, inversion of word order, paraphrasing, borrowing, and using equivalent terms This study establishes vocabulary elements and grammatical voice as key frameworks for further research at HCMCOU.
In a 2017 study, Ibrahim investigated the translation challenges faced by Sudanese university students, focusing on 30 fourth-year participants The findings revealed that students struggled with various factors, including grammatical categories, linguistic levels, lexical items, idioms, and structural discrepancies between Arabic and English Additionally, the study highlighted a lack of translation techniques and cultural awareness To enhance translation proficiency, Ibrahim recommended that students achieve fluency in both languages, possess a broad understanding of general culture, and have in-depth knowledge of their specialized subjects, along with strong writing and reading skills Key factors influencing translation include language proficiency, grammar, vocabulary, idioms, and cultural distance.
In 2017, Hoque published a paper on second language acquisition, highlighting the distinctions between language learning and acquisition, as well as the significant role of the first language His suggestions focused on diverse teaching methods, advocating for various activities and assessment techniques tailored to student needs He emphasized the integration of modern tools, like computers, alongside effective teaching strategies Additionally, recognizing that language learning is reciprocal, he stressed the importance of considering students' learning attitudes This article serves as a foundation for exploring the impact of the mother tongue on translation, offering practical solutions for educators.
A study by Khan et al (2018) examined the impact of vocabulary knowledge on the speaking skills of Saudi EFL learners, identifying vocabulary barriers and proposing solutions The researchers surveyed 20 EFL instructors and 110 students, revealing that students struggled with conveying meaning and faced challenges such as fear of mistakes, anxiety, and difficulty in word selection Teachers noted similar issues, including vocabulary deficiencies and environmental distractions To address these challenges, Khan et al recommended synthesizing and testing teaching methods for their effectiveness in vocabulary learning, encouraging learner autonomy, promoting rich vocabulary use in classroom activities, and integrating technology into the teaching process This study highlights the critical role of vocabulary in language proficiency and translation.
In her 2018 research article, Hien investigated the translation challenges faced by International Relations students, gathering data from 55 participants through questionnaires and translation exercises The findings revealed that students struggled with specialized terminology, varying language structures, overly complex sentences, and cultural nuances Contributing factors included insufficient linguistic proficiency in both languages, mother tongue interference, a lack of knowledge in prerequisite subjects, and psychological influences related to learning attitudes To enhance translation skills, many authors emphasize the importance of improving learning awareness.
Le (2018) emphasized the importance of increasing exposure to specialized vocabulary through reading relevant documents and articles, as well as consuming news media These strategies not only enhance students' knowledge base but also provide greater exposure to specific terminologies and foreign language styles Additionally, the author suggested personal learning methods such as creating notebooks for new words, using flashcards, and preparing knowledge in advance The research findings highlight the significance of specialized vocabulary and cultural factors related to unique terms, which serve as the foundation for further research at HCMCOU, along with the proposed solutions for effective learning.
In 2018, Arono & Nadrah conducted a study involving 24 students from the English study program at the State Institute of Islamic Studies of Bengkulu, focusing on their challenges in translating English texts The research revealed that students frequently struggle with idioms, ellipsis, and textual meaning due to limited vocabulary, difficulties in translating Islamic and literary texts, and grammatical issues Key factors affecting their translation processes included ambiguity in ellipsis, inability to recognize idioms, and a lack of effective translation strategies The study recommended that students enhance their translation skills by understanding the context of texts, identifying sentence patterns, engaging in discussions with lecturers, and seeking additional resources on translation Relevant factors for students at HCMCOU were identified, such as vocabulary limitations, idiomatic expressions, grammatical challenges, and contextual influences.
In 2020, Kulsum's research examined the relationship between vocabulary knowledge and translation ability among students at the English Language as Foreign Application Standard (ELFAST) in Pare Kediri, utilizing a quantitative approach with a sample of 17 English Course students The study revealed a strong correlation between vocabulary mastery and translation accuracy, indicating that students with a broader vocabulary demonstrated higher translation precision Kulsum (2020) suggested that to enhance translation accuracy, students should first focus on improving their vocabulary skills, alongside other influencing factors such as grammar, syntax, morphology, and semantics This research underscores the critical role of vocabulary in translation, highlighting it as a fundamental element in overcoming translation challenges.
In their 2020 research on the challenges of using English tenses, Listia & Febriyanti utilized a multiple-choice test and a questionnaire with 98 students from the English Language Program batch 2018 The findings revealed that many students struggled particularly with the Past Perfect, Past Perfect Continuous, and Future Perfect Continuous tenses These difficulties were attributed to issues with applying tense and aspect correctly, the influence of their native language, lack of practice, and low confidence in language use To address these challenges, the authors recommended that instructors focus on teaching the tenses that students find most difficult, highlight the significance of certain tenses, clarify the distinctions between the twelve verb tenses, and relate them to specific contexts Additionally, they urged students to enhance their practice through increased exercises in all tenses, both spoken and written This research underscores the impact of tenses on language proficiency, including in translation activities.
Additionally, when researching subjective factors affecting translation capacity,
Le & Tran (2022) investigated the challenges faced by English students at Vinh University in their Translation studies, utilizing a three-level Likert scale questionnaire, translation tests, and interviews with 54 junior students The findings revealed that students struggled with vocabulary issues, including polysemous words, synonyms, and antonyms, as well as grammar concerns like word types, voices, and complex sentences Additional difficulties stemmed from cultural knowledge, specialized knowledge, and pragmatics To address these challenges, the authors recommended enhancing training programs by increasing both English and Vietnamese skill development and incorporating more practical activities to help students overcome prior deficiencies They emphasized the importance of partnerships with firms and entrepreneurs for real-world experience and suggested that teachers provide specialized Vietnamese materials and engage students in educational activities Furthermore, the School and Faculty should organize competitions to enhance students' understanding of background information The research identified key factors such as polysemous words, synonyms, voices, and cultural knowledge, with proposed methods applicable to improving translation skills for students at HCMCOU.
Various methods suggested by the authors serve as a foundation for this paper's recommendations To determine the applicability of these methods to the research topic, it is essential to analyze the research data.
CONCEPTUAL FRAMEWORK
From related research articles, it can be seen that translation quality can be affected by factors such as language, mother tongue, equivalence, context, culture and school syllabuses.
Linguistic challenges often arise from various vocabulary factors, including the size of one's vocabulary, the use of specialized terminology, polysemous words, synonyms, idioms, and collocations Additionally, grammatical complexities related to voices and tenses further contribute to these difficulties.
The translator's native language can significantly influence the translation process, as they may not be fully proficient in their mother tongue This can lead to a reliance on their native language for thought processes before converting text into the target language, potentially impacting the quality of the translation.
When discussing equivalence, students can be impacted while finding the equivalent meanings between words, sentence structures and grammatical forms of the two languages.
Context plays a crucial role in translation, as translators cannot rely solely on dictionary definitions They must possess a deep understanding of the entire document and take into account the specific subject matter to ensure accurate translations.
Cultural nuances are often shaped by unique words that are specific to certain regions or countries, as well as terms that may be deemed inappropriate or offensive to the target language audience Understanding these linguistic subtleties is essential for effective communication and cultural sensitivity.
Students often face challenges in the curriculum distribution, including insufficient practice time in class and an unreasonable division between translation and interpretation Additionally, they lack specific guidance from lecturers, and the activities and topics presented are not engaging or interesting.
SUMMARY
This chapter defines translation as the act of equivalently transferring written documents from one language to another It identifies six key factors influencing translation activities: language, mother tongue, meaning similarity, context, culture, and the curriculum distribution of translation subjects By analyzing previous research on the challenges faced in translation, this study highlights suggested improvements for enhancing translation skills, aiming to propose solutions for developing these skills among students at HCMCOU Additionally, a conceptual framework is presented to guide the organization of the survey questionnaire.
METHODOLOGY
RESEARCH DESIGN
After the data of the multiple-choice questions had been processed, the results was analyzed by quantitative method.
The quantitative research method involves the systematic collection and analysis of data gathered from participants through various survey formats, including online, paper, mobile, and email surveys This approach is characterized by its structured nature, offering significant advantages such as scientific objectivity, high reliability, and rapid data analysis.
Besides, with 02 open questions, the answers were classified and analyzed by qualitative method.
Qualitative research is a valuable method for exploring opinions and perspectives, providing insights into various issues and identifying future trends Its diverse data collection methods lack the rigid structure of quantitative research, allowing for greater flexibility This approach enables researchers to gain a clearer understanding of participants' viewpoints and discover useful information swiftly.
The integration of these two methods enhanced the survey's completeness, providing a logical yet flexible structure that facilitated the collection of diverse data while ensuring the questionnaire was easy to distribute to participants.
RESEARCH INSTRUMENTS
A Google Form was utilized to create a questionnaire featuring 15 multiple-choice questions and 2 open-ended questions The survey was meticulously crafted according to a conceptual framework, ensuring that it effectively gathers data relevant to the two primary research questions.
Questionnaires play a crucial role in the research process, offering numerous advantages They can be easily distributed through various platforms like Facebook, Email, and Zalo, ensuring accessibility for participants Additionally, questionnaires provide a structured framework that allows researchers to organize and retrieve information efficiently Once completed, the data is instantly stored and compiled, minimizing the risk of data loss and enabling ongoing analysis throughout the survey Furthermore, the systematic collection and analysis of data through well-defined questions enhance the scientific rigor and reliability of the research Consequently, the prevalence of questionnaires in research articles is well-justified due to their undeniable benefits.
Then, the questionnaire access link was converted into a QR code and the QR code was shown directly in the research area.
QR codes offer a convenient way for survey participants to access questionnaires simply by scanning the code with their smartphones This method eliminates the need for any prior media connections between researchers and participants, streamlining the data collection process.
Finally, for statistical analysis of the frequency, description and reliability of the data, SPSS software was applied.
SPSS is a powerful software application designed for statistical analysis and data management, capable of processing various types of primary data, including data tables and survey responses It is extensively utilized across diverse fields such as social research, economics, education, and health SPSS offers a range of functionalities, including data entry, cleaning, statistical analysis, and the ability to handle large datasets while delivering precise results Additionally, it supports data visualization through graphs, maps, and tables, facilitates data export in multiple formats, and provides analytical tools beneficial for business applications (Mastering Data Analytics, 2023).
SURVEY QUESTIONS ORGANIZATION
The questionnaire was organized in English with 15 multiple-choice questions and 2 open questions to collect valuable data to focus on answering the two main research questions.
The first question asked about the target group that the participant belongs to, junior or senior, to initially identify and classify the target participants for the research.
All answers to the remaining multiple-choice questions were based on a Likert scale with 5 levels consisting of "Strongly disagree", "Disagree", "Neither agree nor disagree", "Agree", and "Strongly agree".
To evaluate students' confidence in their translation abilities, a 5-point rating scale was utilized for the statement, "I am confident with my translation ability." This assessment aimed to gauge the challenges students face in translation tasks and establish a foundation for subsequent questions related to research question 1 (RQ1).
The third question gauged students' agreement with the statement that linguistic factors, specifically vocabulary and grammar, influence the translation process, shedding light on their perceptions of language difficulties in translation and addressing RQ1 To further explore this, the fourth question identified four vocabulary-related challenges that translators encounter, highlighting the impact of vocabulary on their translation efforts.
The challenges in translation faced by students stem from two main factors: vocabulary and grammar Specialized terminology, polysemous words, synonyms, idioms, and collocations contribute to a limited vocabulary, making translation difficult Additionally, grammatical issues arise from the need to choose the appropriate voice and navigate the complexities of English tenses These insights highlight the significant impact of vocabulary and grammar on the translation process, aligning with the findings of Research Question 1.
Data from question six indicates that students' perceptions of their mother tongue significantly influence their translation process, as reflected in their agreement with the statement, "I assume that the translation process is affected by mother tongue." To further explore this factor, question seven solicited two reasons that illustrate how the mother tongue acts as a barrier in translation The responses highlighted that a lack of mastery in Vietnamese and English, as well as the additional time required to think in Vietnamese before translating into English, impede the translation process Together, these questions provide valuable insights into the research question RQ1.
In question eight, students rated their agreement with the statement, "I assume that the translation process is affected by the equivalence," to assess the impact of equivalence on translation Following this, question nine explored three potential reasons why students feel hindered by equivalence in their translation efforts.
Translation is a complex process because no two languages have identical words, sentence structures, or grammatical rules The responses to question nine will reflect participants' agreement with these challenges, while question eight will help address Research Question 1 (RQ1).
The survey's questions ten and eleven address the research question RQ1 by evaluating the influence of context on the translation process among students at HCMCOU The tenth question assesses how students perceive the impact of context in translation, while the eleventh question identifies specific challenges posed by context, highlighting three main reasons: the inability to translate word-for-word based on dictionary definitions, the necessity for a comprehensive understanding of the document's content, and the need to determine the relevant field of the text.
The questionnaire included questions twelve and thirteen, which focused on the influence of cultural factors on the translation process In question twelve, students rated their agreement with the statement, "I assume that the translation process is affected by culture," to gauge the extent of culture's impact on translation Question thirteen explored specific cultural challenges by asking respondents to identify reasons why culture affects translation, highlighting that certain words are unique to specific cultural communities and that some terms may be acceptable in one culture but not in another These inquiries are essential in addressing Research Question 1 (RQ1).
The researcher assessed the impact of curricular arrangements on student outcomes by asking participants to evaluate their agreement with the statement, "I assume that my translation ability is affected by the curriculum of Translation Practice subjects at school." To further explore the challenges posed by the curriculum on students' translation skills, a follow-up question was posed to uncover the specific factors contributing to these difficulties.
My translation skills are hindered by the curriculum due to insufficient in-class practice time and an inadequate distribution of time between translation and interpretation activities Additionally, the lack of personalized feedback from the lecturer, along with unengaging topics and class activities, further diminishes my learning experience These factors collectively address the research question RQ1.
To gain deeper insights into the challenges faced, an open-ended question was posed as question sixteen, allowing participants to express difficulties beyond those listed in the multiple-choice options This approach complements the earlier multiple-choice questions and provides valuable support for addressing Research Question 1.
The final inquiry sought to explore the methods students employ to enhance their translation skills, prompting them to suggest at least two strategies This question aimed to establish a foundation for integrating findings from related studies and comparing challenges faced by students, ultimately leading to the identification of effective and relevant techniques for the broader student population The data collected from this question will contribute to addressing Research Question 2.
SCOPE AND PARTICIPANTS
The data collection survey was conducted at the SAS, HCMCOU.
HCMCOU, established in 1990 and recognized as a public university since 2006, operates under the Ministry of Education and Training as a multidisciplinary institution Its mission is to offer diverse undergraduate and postgraduate programs, including formal training and continuing education, to meet the varying educational needs of society HCMCOU is committed to promoting open education, ensuring equal access to higher education, and fostering a learning society that enhances knowledge and career skills through flexible and effective methods The university aims to become a leader in high-quality, application-oriented education.
Up to now, HCMCOU has established seven campuses:
Location 1: No 97, Vo Van Tan Street, Vo Thi Sau Ward, District 3, Ho Chi Minh City
Location 2: No 35-37, Ho Hao Hon Street, Co Giang Ward, District 1, Ho Chi Minh City
Location 3: Nhon Duc Residential Area, Nha Be District, Ho Chi Minh City Location 4: No 02, Mai Thi Luu Street, Da Kao Ward, District 1, Ho Chi Minh City
Location 5: No 68, Le Thi Trung Street, Phu Loi Ward, Thu Dau Mot City, Binh Duong Province.
Location 6: Street No 9, Long Binh Tan Ward, Bien Hoa City, Dong Nai Province
Location 7: No 04, Tan Dinh Street, Ninh Hiep Ward, Ninh Hoa Town, Khanh Hoa Province
Established in 2006, the SAS is a premier training institution dedicated to delivering high-quality university education and advanced training methods Its mission is to align with societal demands and integrate with international university programs The SAS offers a diverse range of 11 majors, including Business Administration, Accounting, Japanese, and Chinese, catering to the evolving needs of students and the global job market.
The research was conducted at Campus 1 - Location 1 of HCMCOU, specifically within the SAS facility The participants in this study were students majoring in English, with a focus on Business English, which is a distinctive specialization offered by the SAS.
This study involved 154 juniors and seniors majoring in Business English at the SAS, HCMCOU, comprising 23 participants in a pilot test and 131 in the official survey These students, having completed TP's two-level program, are expected to provide more informed insights into the challenges of translation compared to freshmen and sophomores To enhance the quality and quantity of the data collected, the research focused on these two groups, ensuring objectivity in the evaluation of the results.
DATA COLLECTION PROCESS
The survey for this research was conducted during the second semester of the 2023-2024 school year, strategically chosen to include both juniors and seniors in the Business English specialized major, as they typically complete the two levels of the TP program in the first semester of their third year The data collection process involved three systematic steps to ensure comprehensive participation.
Firstly, information about class schedules was recorded by the researcher and the time to conduct the survey was arranged.
On March 27, 2024, a QR code was distributed to 23 students, comprising both juniors and seniors from two Business English classes at HCMCOU, to access a pilot test questionnaire.
The data from multiple-choice questions was processed using SPSS to calculate Cronbach's Alpha, confirming the reliability of the questionnaire Additionally, the responses to open-ended questions were analyzed to ensure participants comprehended the questions and provided appropriate answers As all criteria were met, the questionnaire was deemed sufficiently valuable for the official survey without requiring any adjustments.
After establishing the reliability and validity of the initial questionnaire, a revised version was distributed to the remaining research participants, excluding the 23 individuals who participated in the pilot test, to carry out the official survey starting in March.
The survey was conducted from February 28 to March 30, 2024, during recess, which limited the ability to collect samples from every student in each class However, this timing was advantageous as it allowed participants ample opportunity to read and comprehend the questionnaire without disrupting classroom activities for both students and lecturers.
RELIABILITY AND VALIDITY
To assess the reliability and validity of the multiple-choice questions, Cronbach's Alpha was calculated using the SPSS application This analysis focused on the causes of difficulties derived from the same factor, determining whether these causes were correlated and if the questions met the reliability standards necessary for inclusion in the official survey samples.
Table 3.1: Reliability Statistics of vocabulary difficulties from the pilot test Case Processing Summary
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The correlation indices among vocabulary difficulty variables exceeded 0.3, indicating a strong correlation, while Cronbach's Alpha for these factors was 0.943, demonstrating a high level of reliability Therefore, these factors are deemed sufficiently reliable for inclusion in the official survey questionnaire.
Table 3.2: Reliability Statistics of grammar difficulties from the pilot test Reliability Statistics
Item Deleted Scale Variance if
These two items had a good correlation coefficient, above 0.5, and Cronbach's Alpha index was 0.679, reaching a moderately reliable level Therefore, these items are still suitable for inclusion in the official survey.
Table 3.3: Reliability Statistics of mother tongue difficulties from the pilot test Reliability Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Both correlation and reliability figures reached extremely high levels, 0.671 and 0.802 respectively, these two factors are completely suitable for conducting surveys on students.
Table 3.4: Reliability Statistics of equivalence difficulties from the pilot test
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
These three factors had remarkably strong correlation coefficients and significantly high Cronbach's Alpha This proves that these reasons are reliable enough to be included in the official questionnaire.
Table 3.5: Reliability Statistics of context difficulties from the pilot test Reliability Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Not word-by-word translation 7.35 2.146 703 770
With correlation coefficients all reaching a good level, greater than 0.5 for all three factors and a reliability index of 0.824, it is reasonable to include these three factors in the survey content.
Table 3.6: Reliability Statistics of culture difficulties from the pilot test Reliability Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
These two reasons are appropriate to include in the survey because the correlation coefficient reached 0.849 and Cronbach's Alpha was 0.915, both of which are reliable.
Table 3.7: Reliability Statistics of the TP syllabuses difficulties from the pilot test Reliability Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The correlation indexes exceed 0.3, and with a Cronbach's Alpha of 0.891 indicating high reliability, all factors related to course arrangement are deemed appropriate for inclusion in the survey targeting the official sample group.
In the open questions, students in the pilot test were determined to be able to understand the question and provide appropriate answers.
Take some responses to a question about other difficulties besides the ones mentioned as examples, they gave the following answers:
Translating specialized documents often requires extensive research, as it involves consulting various resources related to specific knowledge areas, cultural contexts, and specialized dictionaries This thorough approach ensures the selection of appropriate vocabulary, ultimately leading to accurate and effective translations.
"Facing hortened words" referring to their difficulties with unfamiliar abbreviations;
"Not knowing foreign culture" referring to problems that might be related to a lack of knowledge, or cultural differences between the two languages.
Students suggested effective solutions for enhancing their translation skills, including expanding their vocabulary, engaging in regular practice, and utilizing resources such as books, shows, and movies with English and Vietnamese subtitles from reputable translation sources.
The pilot test results indicated high correlation coefficients among the variables and strong Cronbach's Alpha reliability indexes, confirming the reliability of the measures Furthermore, participants demonstrated a clear understanding of the two open questions, providing appropriate responses, which eliminated the need for any edits to the questionnaire content.
SUMMARY
Data collection for the survey was primarily conducted using a questionnaire created on Google Forms, featuring 15 multiple-choice questions and 2 open-ended questions The researcher employed SPSS software to ensure the reliability of the research questions and facilitate the quantitative data analysis process This study utilized a combination of quantitative and qualitative methods, with a focus on the quantitative approach The participants included 154 students, comprising 23 individuals in a pilot test and 131 students in the official survey, all of whom were juniors and seniors majoring in Business English at the SAS, HCMCOU.
To facilitate the survey, the researcher first gathered the schedules of all subjects A pilot test was then conducted with junior and senior classes to assess the questionnaire's effectiveness The collected data were analyzed using SPSS software for multiple-choice questions, while open-ended responses underwent self-analysis, confirming the questionnaire's reliability without the need for editing The reliability and correlation metrics met the required standards, and participants demonstrated a clear understanding of the open questions The official survey was subsequently conducted from March 28 to March 30, 2024.