Improving Secondary School Students' Translation Skills through Using Autonomous Learning Strategy

Abstract

The present study aimed at investigating the effectiveness of using autonomous learning to improve secondary school students' translation skills. The participants of the study were (16) second year secondary school students who constituted an experimental group. It was a one group pre-post design. The instruments of the study was: a Translation Skills Test. A quasi-experimental design was used in the present study and Z Value was applied. Results of the study showed that teaching the suggested program taught through the autonomous learning strategy significantly improved the post performance of the students’ translation skills.