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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2.2.5 Methods of data analysis

2.2.5 Methods of data analysis

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In this volume, primarily quantitative analysis of the data will be presented. A partial exception to this is the sub-section of the follow-up questionnaire where students named terminological problems. As the question was an open-ended one, verbal data had to be categorised and quantified. This enabled the implementation of quantitative analysis in further analysis of this data, too.

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SPSS v. 26 was used for quantitative data analysis. The applied statistical tests are summarised in Table 8.
 

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Table 8 Statistical Tests Applied in Data Analysis
Statistical test
Aim
Descriptive statistics (mean, standard deviation)
to describe the performance or characteristics of the sample and the subsamples (language competence, translation/post-editing performance, time on task, etc.)
Comparing mean values
 
One-sample t-tests
to check whether students’ perception of PE significantly diverges from a pre-determined value (speed, effort, etc.)
Paired samples t-tests
to compare mean values within two sub-samples (to compare differences between scores from the first wave and the second wave to establish whether change/development has occurred)
One-way ANCOVA
to check whether two independent groups’ change on some factor between the beginning and the end of the training period was significantly different in size (e.g., whether human translators’ improvement on accuracy was significantly larger than post-editors’ improvement on accuracy).
Independent samples t-tests
to compare sub-samples’ performance or characteristics (compare HT and PE students on different measures like language competence, translation/post-editing performance, etc., compare B and C English students)
Chi-square tests
to compare groups on nominal variables (e.g., to find out whether HT or PE students identified a term significantly more often as problematic than the other group)
Repeated measures one-way ANOVA
comparing mean values within the same sub-sample (e.g., error numbers in different categories within HT and PE students)
Correlation analysis – Pearson product-moment correlation
to establish the relationship between translation/post-editing performance and the developmental level of competence elements (language competence, thematic competence, etc.)
 

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After having reviewed the methodology applied in the study, we will turn to the results of the longitudinal part of the investigation and to their interpretations.
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