The efficacy of e-Problem-Based Learning on translation performance of Chinese EFL learners

In response to the growing demand for effective translation pedagogy and the shift towards student-centered learning, this study investigates the efficacy of e-Problem-Based Learning (e-PBL) in enhancing the translation performance of Chinese English as a Foreign Language(EFL) learners, with a specific focus on its role in developing effective cross-cultural communication skills. An experimental design was employed, involving 216 undergraduate students majoring in Applied English at a Chinese vocational college. Participants were randomly assigned to either an experimental group (n=108), which received 14 weeks of e-PBL instruction via the Superstar learning platform, or a control group (n=108), which received traditional lecture-based instruction. A pre-test and post-test measuring overall translation performance and five linguistic sub-dimensions (accuracy of meaning transfer, grammar/syntax, vocabulary/terminology, cohesion/fluency, and register/context) were administered. Quantitative analyses using mixed-model ANOVA revealed that although both groups improved, the e-PBL group achieved significantly higher overall translation scores in the post-test. Specifically, the e-PBL intervention led to statistically greater improvements in accuracy of meaning transfer, grammar/syntax, and cohesion/fluency. However, no significant between-group differences were found for vocabulary/terminology and register/context. The findings provide empirical evidence that e-PBL is a viable pedagogical approach for fostering core aspects of translation competence among Chinese EFL learners. This study underscores the value of integrating interactive, problem-driven e-learning methodologies into translation curricula to promote deeper learning and practical skill application, and effective cross-linguistic communication.