Collaborative learning in translation and interpreting: a meta-study

Over the past two decades, there has been a surge in empiricalresearch examining collaborative learning (CL) within translator andinterpreter training contexts, with a particular emphasis on eluci-dating the perceptions and experiences of participants. In the pre-sent study, we explored qualitative studies on this topic through ameta-study approach. Specifically, we reviewed the researchdesign, underlying theories, and methods for data collection andanalysis employed across the included studies. Furthermore, thestudy delves into the perceived factors influencing the CL experi-ence. The analysis reveals certain methodological and theoreticalshortcomings prevalent among the examined studies, highlightingthe need for more robust and rigorous investigations in thisdomain. Additionally, the study identifies 16 influencing factors,which are categorised into eight distinct themes. These themesencompass both individual factors, such as interpersonal dynamics,intrinsic motivation, personality development, and psychologicalfactors, as well as external factors, including extrinsic motivation,support, productivity, and fairness. Subsequently, a model of CL intranslation and interpreting is proposed, synthesising the key find-ings to elucidate the underlying processes at play. The presentinquiry delineates lacunae in the prior research, elucidates practicalimplications, and illuminates prospective avenues for furtherexploration.