Nghiên cứu khoa học Sinh viên

Bài Nghiên cứu khoa học 2024 đạt Giải ba Viện Ngôn ngữ nước ngoài FBU: Nghiên cứu các yếu tố ảnh hưởng nhằm nâng cao chất lượng dịch thuật cho sinh viên chuyên ngành tiếng Anh tại trường đại học-tài chính ngân hàng Hà Nội

Đề tài: Nghiên cứu các yếu tố ảnh hưởng nhằm nâng cao chất lượng dịch thuật cho sinh viên chuyên ngành tiếng Anh tại trường đại học-tài chính ngân hàng Hà Nội

Nhóm tác giả: Đào Thị Thuỳ Dung, Phạm Thị Như Quỳnh, Nguyễn Thị Thanh Tuyền, Phạm Hồng Ánh

Đơn vị: D10.20.02 – Viện Ngôn ngữ nước ngoài

Giáo viên hướng dẫn: ThS. Lương Thị Vân – SĐT: 0915340916

Tóm tắt: Nhóm nghiên cứu đã quyết định tiếp cận đề tài “Nghiên cứu các yếu tố ảnh hưởng đến chất lượng dịch thuật của sinh viên Ngôn Ngữ Anh trường Đại học Tài Chính – Ngân Hàng Hà Nội với mong muốn tìm hiểu và đánh giá các yếu tố quan trọng trong quá trình dịch thuật của sinh viên. Nghiên cứu xoay quanh việc thảo luận về những khía cạnh của ngôn ngữ và kỹ năng dịch thuật, với sự tập trung đặc biệt vào sinh viên của Trường Đại Học Tài Chính – Ngân Hàng Hà Nội. Nghiên cứu sẽ khảo sát một mẫu gồm 100 sinh viên ngành Ngôn Ngữ Anh tại các trường Đại học trên Hà Nội bằng phương pháp khảo sát bảng câu hỏi để thu thập dữ liệu về các yếu tố ảnh hưởng đến chất lượng dịch thuật. Excel sẽ được sử dụng để quản lý và tổ chức dữ liệu. Bài nghiên cứu không chỉ dừng lại ở việc phân tích vấn đề mà còn đề xuất những cách tiếp cận tích cực. Tổng thể, nghiên cứu nhằm giúp sinh viên hướng tới phương pháp dịch thuật tiên tiến và hiệu quả trong bối cảnh ngôn ngữ và giao tiếp đang ngày càng trở nên quan trọng trong thời đại công nghệ số đang phát triển.

Từ khóa: Yếu tố, Chất lượng dịch thuật, Ngôn Ngữ Anh

Abstract: The researcher has decided to approach the topic “Investigation on factors influencing the translation quality of english language students at the University of Financial – Banking, Hanoi” with the desire to understand and evaluate crucial factors in the translation process of students. The study primarily revolves around discussions on language aspects and translation skills, with a special focus on students at Hanoi Financial and Banking University by surveying a sample of 100 English language students at the universities in Hanoi. The research uses a questionnaire survey method to collect data on the factors influencing translation quality. Excel will be used for data management and organization. The research goes beyond mere analysis, proposing positive approaches. Overall, the study aims to guide students towards advanced and effective translation methods, considering the increasing importance of language and communication in the evolving era of developing digital technology.

Key word: Factors, Translation Quality, English Language


In the contemporary global landscape, effective communication through language proficiency stands as a cornerstone for success across various domains. Particularly in the English Language Department at Hanoi Financial and Banking University (FBU), translation has emerged as a pivotal factor essential for students’ academic and professional endeavors. Despite receiving robust training in linguistic and cultural knowledge, students often encounter challenges in their translation efforts, resulting in a lack of smoothness and precision in their work.

As students transition into the professional world, the importance of accurate and efficient translation skills becomes increasingly apparent. Uncertainties in transferring meaning from one language to another can lead to misunderstandings, potentially jeopardizing opportunities and causing adverse repercussions for individuals and organizations alike.

The primary objective of this research is to comprehensively understand the factors influencing the translation quality of students in the English Language Department at FBU. This study aims to provide an in-depth and multidimensional perspective on students’ translation abilities, ranging from linguistic knowledge to their application in real-world contexts. By identifying challenges and proposing specific solutions, we seek to enhance students’ translation skills and prepare them for success in their future careers.

This research will focus on third- and fourth-year students, particularly those actively participating in extracurricular activities and gaining practical experience through internship programs. Through a detailed analysis of students’ translation capabilities, including factors such as cultural understanding, proficiency in utilizing translation support tools, communication skills, and the ability to apply knowledge in real-life situations, we aim to provide specific and practical recommendations for improvement.

Understanding the concept of translation is crucial for this research.

(Bell, 1991) stated that translation is the replacement of a text in one language by an equivalent text in another language.

(Kelly, 2005) described translation as the skill of understanding the source text and rendering it in the target language using the appropriate register, background knowledge, and other language resources according to the intended purpose. According to Kelly, a translator acts as a mediator between two languages and cultures, effectively transferring the source language (SL) to the target language (TL).

More specifically, for students majoring in English Language, Translation is not merely the process of converting from one source language to a target language; it is a refined art that demands sharpness, finesse, and profound understanding of both language systems. It involves preserving the meaning, emotions, thoughts, and intentions of the author, transcending mere linguistic transfer. Various translation theorists emphasize this multifaceted nature of translation, highlighting its role as a craft, science, skill, art, and matter of taste.

By delving into the intricacies of translation and its impact on students’ academic and professional development, this research aims to contribute to the continuous improvement of the English Language Department’s curriculum at the FBU, thereby enhancing the institution’s prestige and credibility in the field of translation.


2.1. Translation Quality Assessment (TQA) in Academic Discourse

(House, 2015) “In the realm of Translation Quality Assessment (TQA), ensuring the excellence of translations stands as a pivotal concern. Central to this discourse is the perpetual query: how can one effectively gauge and articulate the quality of a translated text? Offering a contemporary and thorough exploration of translation evaluation, TQA endeavors to elucidate the criteria underlying the appraisal of translations, underscoring the fundamental nature of translation as a linguistic endeavor” 

“Translation is the transmission of a thought in a language to another language. Many learners do translation to understand text. However, they have difficulties in translating from English to target language or the vice versa even though software application to assist translation are available. Some learners said that translation is difficult since the materials of translation are not suitable with the need of language learners, the activity of translation is boring, and the learners also lack of background knowledge about linguistic. They may do errors in translating some idioms and some words which are not familiar with their native language because the culture influences language‟s expressions. As it is said by Al-Darawish (1983), general difficulties in doing translation are no two languages are exactly the same in term of phonological, morphological, lexical, syntactic, and semantic features. They are divergent in arrangement of sentences or syntax. That‘s why students find it difficult in translating of English into the target language” (Arono, A., & Nadrah, N. 2019)

2.2. Deconstructing Translation Quality

A Multifaceted Examination Within the vast expanse of translation studies, the concept of translation quality emerges as a multifaceted entity, warranting comprehensive assessment methodologies. At its core lies the aspiration for translations to exhibit a triumvirate of attributes: accuracy, acceptability, and readability.

Echoing the sentiments expressed by (Nababan, Nuraeni, Sumardiono, 2012), the quality assessment of translated works is intricately woven with the evaluation of three distinct dimensions: accuracy, acceptability, and readability. These dimensions serve as the bedrock upon which the evaluation of translation quality is anchored, offering a nuanced framework for discerning the efficacy and fidelity of translated texts.

This multifaceted approach to translation quality assessment underscores the intricate interplay between linguistic precision, cultural resonance, and communicative effectiveness, shedding light on the intricate tapestry of considerations that underpin the evaluation of translated works.


This researcher uses the main research tool, which is an online questionnaire used to collect data related to the needs, functions and problems of using English in Translation.

The participants of this study comprised 100 students majoring in English Language from various universities in Hanoi, especially Hanoi Financial and Banking University. Hailing from reputable institutions known for their high standards in English language education, the group offers a comprehensive perspective on the academic landscape, challenges, and future aspirations within the field.

The questionnaire consists of 13 questions (including both closed-ended and open-ended questions). The questionnaire was written in Vietnamese in order to minimize problems related to ambiguity and misinterpretation. To ensure the validity of the questionnaire, the draft version constructed by the researcher was modified and revised based on the suggestion of the English language lecturer. The purpose of the questionnaire is to provide specific and practical recommendations to enhance students’ translation quality, thereby contributing to the continuous improvement of the English Language Department’s curriculum, gradually elevating the institution’s prestige and credibility in the field of translation. Specifically, the objectives of the questionnaire are summarized in Table 1. The questionnaire is conducted online using the Google Forms survey tool. The survey form is formatted so that each individual can only respond to the questions once.

Question Type of Question Purpose
1 Open General information
2-4 Multiple Choice Learner information (English proficiency, current English skills)
5-8 Multiple Choice Subject-specific knowledge (English for the field of Translation)
9-12 Multiple Choice English teaching environment (extracurricular activities, internship opportunities, communication opportunities)
13 Multiple Choice Student’s suggestions


Table 1. Summary of general inquiry questions about Translation for English Language students


The conclusion of the research results will present a summary of the survey results on factors influencing and solutions to improve the quality of Translation for English Language students. The content includes three main sections: summary of research data, proficiency and translation skills during the learning process, proposed directions for improving the course.

4.1. Summary of Research Data

An online survey was conducted and sent to students studying Translation at 9 different universities (Figure 1). Among them, 33% of the total surveyed students belong to the Hanoi Financial and Banking University (specializing in English for Commerce), 18.4% are students of the Academy of Finance, 10.7% are students of the University of Commerce (specializing in English for Commerce), and the rest are from other universities (5%). Students participated in the research at different credit levels within the curriculum. The highest proportion of students studied under 4 credits, accounting for 16.5%, followed by 4-6 credits with 60.2%, and the lower was from 6-12 credits with 19.4% (Figure 2).

Figure 1: What university do you attend? Figure 2: In curriculum, how many credits do you have dedicated to Translation ?

4.2. Proficiency and Translation Skills During the Learning Process

During the data analysis, we focused on analyzing the current language proficiency and attitudes of students towards the Translation course taught at the university. When asked about their current English proficiency, students self-assessed their proficiency according to Vietnam’s 6-level Foreign Language Proficiency Framework. The results varied (Figure 3). The majority of students rated their English proficiency at level 3, accounting for 38.8%. Next is level 4 with 31.1% of students and level 2 with 15.5%. About 10.7% of students self-assessed at level 5. The proportion of students at level 1 is under 5%. For this group of students, they may still have English learning goals to meet the required standards. The survey also indicated the corresponding scores for each proficiency level (Figure 4). The common score (B) achieved for this course ranges from 7.0-8.4, accounting for 49.5%, indicating that the majority of students grasp and apply the knowledge relatively well during the learning process. Additionally, 26.2% of students achieved an average score (C) from 5.5-6.9, and the remaining scores ranged from 8.5-10.0 (A) with 20.4% and 4.0 (F), accounting for under 5%.

Figure 3: How do you rate your English proficiency according to the Vietnamese Language Proficiency Framework ? Figure 4: What is your current score in Translation ?

Further analysis of the self-assessed skills and knowledge areas of students revealed that the majority of students felt confident in grammar (88.3%) and reading skills (53.4%) (Figure 5). Listening and speaking skills were perceived to be weaker compared to other language areas. Of particular note is the high percentage (78.6%) of votes for specialized knowledge. This needs to be taken into account when designing and selecting appropriate translation teaching methods for students. When asked about their confidence level in translating a text without the need for support tools (Figure 6), the majority of students felt quite confident but faced some vocabulary difficulties (57.3%). About 39.1% of students lacked confidence due to the need for support tools, and 13.6% of students felt confident and ready in any situation.

Figure 5: What skills do you think are necessary and important for Translation ?
Figure 6: Are you confident in translating a text without using a aids ?

4.3. Proposed Directions for Improving the Course

Finally, in the question regarding students’ proposals for improving the teaching of the Translation course, we conducted an analysis and grouped the responses into the following proposals (Table 1).

Table 1: Summary of student proposals for teaching Translation

Proposal Number of proposals
Updating the curriculum 23
Increasing proactive translation practice 27
Increasing real-life activities 30
Adding practical sessions 30
Adding related translation skills 31
Seeking other opportunities 16
Diligently practicing translation, error correction, application, and improvement of new vocabulary and sentence structures regularly 1
Regular, continuous, proactive translation practice 1

Overall, the proposals primarily focus on increasing practicality, communication opportunities, updating curriculum content, and proposing increased requirements for proactive translation practice.


Thus, the research shows some key results regarding the current proficiency of learners and their desires when undertaking the Translation course at the university.

Firstly, the proficiency of the learners varies considerably. There are students with language skills equivalent to levels 4, 5 (B2 or C1), while there are also students only at level 2 (A2). The high disparity in proficiency, coupled with uniform knowledge transmission and achievement requirements in the course, poses significant challenges. For the group of students with lower English proficiency, consideration should be given to the level of specialization introduced to alleviate pressure on learners as they simultaneously strive to achieve both language and subject matter goals. For students with stronger language abilities, the program should incorporate more specialized content to enhance their understanding of the field of study beyond merely providing technical vocabulary. Achieving these objectives necessitates tailored programs for groups of students with varying proficiency levels.

Secondly, students express a desire to change certain content and teaching methods in the Translation course towards enhancing practicality and active translation skills (without using support tools). Although some recommendations have been made in this study, it is noted that to implement changes to the course content, further analysis of the actual teaching situation in the classroom is required to understand the teaching methods of instructors. Only then can suitable teaching methods be chosen alongside improved and modified content, aligned with learners’ needs. Furthermore, a comparison between the course content and real job requirements is conducted to identify highly practical and effective situations and projects.

Thirdly, in addition to the surveyed factors, emphasis is placed on students’ self-learning spirit. If the knowledge in the classroom is dry or exceeds individual capabilities, students should actively seek to understand and employ personal learning methods to enhance their proficiency in the Translation course.

Below are some methods to help students excel in the Translation course:

Change the habit of relying on support tools: Over-reliance on support tools leads to a passive mentality when facing texts requiring translation. Instead of abandoning these tools immediately, students can gradually reduce their usage and allocate more time to critical thinking and applying their existing knowledge to exercises.

Improve vocabulary: Translation extends beyond specific events or professions, requiring relatively extensive knowledge. While it’s challenging to learn a vast vocabulary, students should not focus solely on one fixed topic. They can select a few themes for comprehension while preparing a small list of terms for each different theme, enough to avoid being stumped by unfamiliar subjects. Currently, social media offers numerous vocabulary learning methods which, if applied effectively, can greatly assist students.

Develop a habit of reading: Reading English books on various topics, either in English or bilingual.

These are just a few suggestions for methods to help students improve in the Translation course. Students should rely on these methods and find a truly effective learning approach for themselves. Remember, mastering Translation will greatly benefit students in their job search in the English language field.


Bell, R. T. (1991). Translation and translating: Theory and practice. London and New York: Longman.

House, J. (2015). Translation quality assessment (past and present). New York.

Kelly, D. (2005). A handbook for translator trainers: A guide to reflective practice. Manchester, UK: St. Jerome.

Nababan, Nuraeni, Sumardiono. (2012). Pengembangan Model Kualitas penerjemahan. Universitas Sebelas Maret. 

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