Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
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2 Methodology
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2.1 Background to the present research – The Szeged Translation Competence research project – aims and objectives
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2.1.3 The data collection procedure

2.1.3 The data collection procedure

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At the beginning of their MA studies, students completed the background questionnaire, the English language tests, the thematic knowledge test and the ‘Beliefs about translation’ questionnaire online. The tests were administered using Google Forms, and students had about 3 weeks to fill out the questionnaires and test, with the restriction that the thematic knowledge test had to be completed before the translation/post-editing task was administered.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In each data collection wave, students were assigned to one of the four text/work mode groups (legal translation or post-editing and bilingual translation or post-editing). In the spring of 2020 and 2021, data collection took place in the home of the students because of the COVID pandemic. As a result, there was no opportunity to collect process data. In all other data collection waves, students worked in a classroom environment using university laptops. There was a time limit of 120 minutes, but it was never actually reached by any of the students. Students had internet access and were allowed to use whatever sources and webpages they wanted to use. Nevertheless, students in the HT condition were instructed to refrain from MT. Post-editors were asked to produce a target text of publishable quality (i.e., full post-editing of the MT output), without using TM software. Students worked in Translog, as data was collected on the translation/post-editing process, too. In addition, OBS Studio was used to record the computer screen while students were working on the translation/post-editing task.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

After completing the translation or the post-editing task, students filled out the online (Google Form) follow-up questionnaire.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

At the end of their studies, students completed the same tasks and tests as at the beginning of their studies, except for the background questionnaire, which they did not have to fill out again.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This research design has yielded a wealth of data, only part of which is analysed and presented in this paper. In fact, several results of the project have already been reported in previous publications (M. Lesznyák, Bakti, et al., 2023a, 2023b; M. Lesznyák, Sermann, et al., 2023; M. Lesznyák, 2024; M. Lesznyák et al., 2024, 2025b; Sermann & Lesznyák, 2024). Methods of data analysis for the overall project will not be presented here as they are not relevant. Pertinent methods of analysis will be described in the next chapter.
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