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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2.2 The development of translation and post-editing competence: the longitudinal investigation
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2.2.2 The sample

2.2.2 The sample

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Students participating in the longitudinal part of the project can be divided into two groups: those working with the legal text and those working with the bilingual text. In this volume, data from the bilingual subgroup participating in data collection between Autumn 2020 and Spring 2023 will be analysed. The work is planned to be completed with the legal group’s data in the future.

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Altogether, until May 1, 2024, 31 students were involved in the bilingual longitudinal project. Statistical analysis presented here was carried out in March 2024; as a result, data from the May 2024 data collection wave are not included in this analysis. The sample analysed in this volume included the 2020 and 2021 cohorts, for whom the first data collection wave took place in September 2020 and 2021, respectively, and the second data collection wave was organised in May 2022 and 2023. As is often the case with longitudinal studies, a significant problem was encountered due to subject drop-out and/or non-compliance. Non-compliance in this context meant that subjects did not exactly follow instructions, which may have led to data loss or irrelevant data. Table 7 shows the number of students whose data could be used in the present study.
 

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Table 7 The Number of Students (and Their Target Texts) in the Different Work Modes at the Beginning of the First Year and at the End of the Second Year
 
First year (~ wave)
Second year (~ wave)
Human translator
16 (B = 6, C = 10)
11 (B = 5, C = 6)
Post-editor
15 (B = 6, C = 9)
16 (B = 5, C = 11)
Total number of target texts
31 (B = 12, C = 19)
27 (B = 10, C = 17)
Note. In parentheses: the number of students per English as a working language
 

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As can be seen, four students dropped out and did not participate in the second data collection wave. Another problem was that some students did not work in the translation mode (HT or PE) that they were asked to. Because of this, their data could not be included in some types of analyses (e.g., comparing translation and post-editing performance at the beginning and the end of the training, see Chapter 3.5).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 7 also shows the number of students with English as their B or C working language. As can be seen, C English students outnumbered B English students in the sub-sample, but statistical procedures can compensate for the disparity.
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