@article{article_1613737, title={Active Learning in Translator Education: Investigating Discomfort, Anxiety, and Academic Performance}, journal={IU Journal of Translation Studies}, pages={248–259}, year={2025}, DOI={10.26650/iujts.2025.1613737}, author={Taşkın, Burcu}, keywords={academic success, active learning discomfort, constructivist learning, social interaction anxiety, translator education}, abstract={This study examines the impact of active learning discomfort and social interaction anxiety on academic success among translation students in Turkey. Based on the constructivist learning paradigm underlining student-centered, interactive, and experiential learning, this study explores how psychological factors influence engagement with active learning methods in translator education. Data were collected from 225 students enrolled in the Translation and Interpreting/Translation Studies departments of 21 universities using a quantitative approach. The findings suggest a moderate use of active learning methods, with presentations and discussions being the most frequently implemented techniques. While no significant correlation was found between Grade Point Average (GPA) and either active learning discomfort or social interaction anxiety, a strong positive relationship was observed between these two psychological factors. Additionally, there is a weak negative correlation between the use of active learning methods and active learning discomfort, suggesting that increased exposure to active learning activities reduces discomfort. Regression analysis further confirms that social interaction anxiety is a strong predictor of active learning discomfort. Moreover, female students reported higher levels of both anxiety and discomfort despite achieving higher GPAs. The results highlight the need for pedagogical strategies that address psychological barriers to active learning, ensuring more effective engagement in translator education.}, number={22}, publisher={Istanbul University}