DETERMINANTS INFLUENCING ENGLISH TRANSLATION PEGAGOGY: PERSPECTIVES FROM LECTURERS AND STUDENTS AT HANOI LAW UNIVERSITY

This study investigates the viewpoints of both teachers and students regarding the factors that affect the teaching of English translation at Hanoi Law University (HLU). In order to meet the increasing demand for English translation proficiency, addressing the elements that shape teaching and learning practices is crucial for enhancing pedagogical effectiveness. Accordingly, a mixed-methods approach was applied to 11 lecturers and 244 students to provide multidimensional judgments. The research aims to examine key aspects, including teacher-related factors, student-related factors, institution-related factors, as well as teaching materials. The findings reveal that teachers’ difficulties are mainly connected to professional qualifications and the organization, implementation, and management of students’ out-of-class learning activities, whereas students tend to lack motivation, grammatical knowledge, and practical translation skills. In particular, teaching materials are found to display several limitations that require improvement. Additionally, the study affirms the significant role of digital tools and collaborative learning in enhancing translation competence. Furthermore, the results suggest that dynamic and adaptive teaching practices, which incorporate interactive methodologies and real-world translation scenarios, can significantly improve students’ translation skills and their readiness for professional contexts. Finally, the research emphasizes the importance of institutional support, continuous curriculum refinement, and professional development for educators in fostering a more effective learning environment. Based on these findings, the study proposes several recommendations targeted toward bridging pedagogical gaps, optimizing teaching strategies, and enhancing student engagement in translation studies at HLU.