Abstract
This study investigates the efficacy of using methods traditionally used in translation process research for teaching purposes, namely the use of screen recordings of the process of translation to stimulate reflection and increase awareness of the process of translation amongst students. The aim is to determine whether exposing students to the process of translation has any effect on their translational performance in terms of the acceptability of their translations and their ability to reflect on the translation process. 34 students enrolled in the BA of Translation program at PNU were recruited for this study. The students were randomly assigned to either a control or experimental group of 17 students each. The research used a post-translation test as well as open-ended questions to compare the results of the two groups. The acceptability of the translations was judged against the acceptability criteria of the PACTE research project (2017). Reflections were assessed using an adapted scheme based on Kemper et al. (2008), and Bain et al. (1999). Students in the experimental group significantly outperformed the control in the reflection category in both the amount and level of reflections provided. However, the differences between the two groups were less marked with regards to translation acceptability although the experimental group still performed slightly better than the control. The study finds that the use of process research tools is a viable tool to stimulate reflection in translation students although their effect on translation performance might take longer to develop.

Key words: Translation Process Research Translation Competence