Enhancing Translation Pedagogy: Exploring Learners’ Cognitive Loads Using Contextual Instruction

Background: Effective translation practice requires a profound understanding of source and target languages. Previous research acknowledges the role of context in translation, but few explore this through analysis of cognitive load translations.

Purpose: This study aims to address a gap in educational research by investigating how contextual instruction and translation procedures affect learners' cognitive loads during translation activities. Utilizing eye-tracking technology aims to provide insight into cognitive processes and inform teaching techniques.

Method: This study employs a quasi-experimental approach, with ten individuals divided into control and experimental groups. Eye-tracking methodology tracks and reveals cognitive processes that occur during translation, enabling analysis of learners' decision-making and cognitive loads. The data was analyzed using one-way ANOVA descriptive analysis.

Results: It became apparent that the translators in both groups spent significant time and effort reading and translating the text, whereas context helped to restructure the translation process. The experimental group (67%) outperformed the control group (43%) in terms of cognitive burden and translation accuracy. After introducing context, both groups displayed improved outcomes, with a high rate of success (93%).

Conclusion: This research has revealed the pedagogical implications for policymakers and educators, highlighting the importance of continuous professional growth in technology use and cognitive load activities. This is critical for promoting data-driven decisions that address the particular needs of learners in various circumstances. The study concluded with recommendations for researchers and policymakers.

Keywords: Education, cognitive learning, pedagogy, long-term memory, short-term memory

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