The present study mainly aimed to investigate the extent to which ESP students employ the elements of text analysis for translation and examine if knowledge of text analysis enhances the reading autonomy of ESP students. In so doing, a sample of 34 homogeneous ESP university students studying Computer Engineering participated in this study based on convenient sampling, and six students were selected to participate in the interview phase of the study based on data saturation methods. The researchers taught the elements of text analysis for translation suggested by Nord (1991) to the students in the experimental group, helping them to analyze the texts and become independent in interpreting the texts and translating the texts more naturally. The study results confirmed that translation students could employ the elements of text analysis in their translations following the treatment phase. The results obtained from one-way ANCOVA revealed a significant difference between the control and experimental groups concerning their reading autonomy scores, with the latter having scores. Finally, the results of the interviews revealed that students were satisfied with the text analysis elements, and it was a novel experience for them. ESP students should know that they should not only gain knowledge of text structure but also resort to other elements such as presupposition and visual images like diagrams and pictures to create good translation.

Keywords: Text analysis, reading autonomy, translation ability, ESP students.


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How to Cite

MALEKPARVAR , N. ., & JAFARZADEH , M. (2023). READING AUTONOMY AND TRANSLATION ABILITY: UNFOLDING THE ELEMENT OF TEXTS FOR ESP STUDENTS. Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432, 12(2), 218–229. Retrieved from



Research Article