Negotiating meaning at a distance: Peer feedback in electronic learning translation environments

Recent research has contributed to an understanding of the positive impact that peer feedback has on student learning, but there is a lack of experimental studies that focus on how peer feedback affects student translation competence. Our study investigates whether the latter are enhanced in the Trans-Atlantic & Pacific Project (TAPP) with an experiment that included the explicit practice of student peer feedback competence and the negotiation of meaning among peers. Students—whether writing, translating or usability testing—collaborated online both within their own university peer group and with a partner university. The results of this intervention, however, suggest no clear tendencies or relation between peer feedback and meaning-related translation competence.