Examining Curriculum Efficiency from Learners’ Perspective: A Case Study of Translation Criticism Course of Iranian Universities

Reza Rezvani, Mina Vakilinejad


Although students are regarded as the key party of interest in education, they are rarely asked to contribute to identifying and organizing what and how they should learn. This article attempted to explore the efficiency of translation criticism course as one of the key courses offered in Translation Studies around the world at M.A. level from students’ perspective. A use was made of a questionnaire developed by the current researchers in order to gather data. Sixty one M.A. students from four Iranian universities who took the course participated in this survey. Qualitative analysis of the data revealed the students’ dissatisfaction with the current curriculum and its implementation. The findings also pointed to the need for restructuring the curriculum and its delivery, together with the necessity of taking into consideration the students’ learning needs in the process of curriculum and syllabus design. Some recommendations for improving the pedagogical quality of the course will also be suggested.



Translation criticism, course syllabus, official curriculum, needs analysis

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DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.4n.1p.151


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