Bi-Directionality in English-Arabic-English translation of relativization.

Bi directionality, a common practice in translation industry, refers to the transfer from L2 to L1 (direct translation) or L1 to L2 (inverse translation). Several studies have investigated relativization in direct or inverse translations, but few studies have considered relativization in the two translation directions. Following a hypothesis-based observational design, this study investigated the Arab undergraduates' performance on the direct and inverse translation of relativization.

Bi-directionality in translating culture: Understanding translator trainees' actual and perceived behaviors.

Cultural translations of L1 and L2, in both directions, can indicate different behaviors of translators, influenced by the unique characteristics of each culture and the proficiency of the translator trainees' bicultural competence. This study compares translator trainees' behaviors when engaged in direct translation (L2 to L1) and inverse translation (L1 to L2) of cultural references to reveal the extent to which directionality influences trainees' actual and perceived behaviors. Following a hypothesis-based observational design, the authors examine a single group's behaviors under two conditions (direct translation and inverse translation), using Translog-II and a questionnaire.

Cognitive Processes and Translation Quality: Evidence from Keystroke-Logging Software.

This study investigates the relationship between cognitive processes and translation quality in the context of English-Arabic translations of journalistic articles. Specifically, it explores the translation processes at the orientation, production, and revision stages and the relationship between such processing and translation quality, using keylogging software (i.e.

Analyses of L2 Learners' Text Writing Strategy: Process-Oriented Perspective.

Second language writing researchers have examined the affordances of Automated Writing Evaluation programs in providing immediate feedback that helps improve students' writing outputs. However, a little is known about tracking learners' process during writing essays and whether much/less pauses made by learners could predict good/poor quality of students' writing output. This article aims to address this issue by recording a case study of 8 postgraduate students' pauses during writing two types of text genre; descriptive and argumentative essays.