A longitudinal investigation of translation trainees’ translation and post-editing competence development I. - 3.6.4.1 Changes in correlations between time on task and error numbers

Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I

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3 Results and Discussion

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3.6 Discussion of changes between the beginning and the end of the training period

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3.6.4 Changes in correlation patterns between the first and the second data collection wave

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3.6.4.1 Changes in correlations between time on task and error numbers

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Hivatkozások

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Harvard

Lesznyák Márta (2026): A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641931Letöltve: https://mersz.hu/hivatkozas/m1364alittt_867/#m1364alittt_867 (2026. 01. 31.)

Chicago

Lesznyák Márta. 2026. A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641931 (Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_867/#m1364alittt_867)

APA

Lesznyák M. (2026). A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. Akadémiai Kiadó. https://doi.org/10.1556/9789636641931. (Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_867/#m1364alittt_867)

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Whereas in the first data collection wave, no significant correlations could be observed between time on task and error numbers, two meaningful correlations emerged in the second data collection wave. On the other hand, in the human translation condition, students who devoted more time to the task tended to produce more accurate translations. On the other hand, in the post-editing condition, time on task was associated with reduced terminology errors.

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From a developmental perspective, these findings may be taken to indicate that during the training, some students have learnt how to use meaningfully the extra time they devote to the task. The lack of correlations in the first year indicated that the amount of time spent on translation or post-editing was not meaningfully associated with performance. By the end of the second year, a positive association emerged, potentially reflecting that students were beginning to use the extra time to address accuracy-related issues in HT and to find the correct terminology in PE.

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