earticle

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This study explores the potential impact of translation and interpreting (T&I) courses on university students’ metacognitive development, with a particular focus on how such courses influence learners’ awareness and regulation of their learning processes. To examine this, two surveys were administered: the Metacognitive Awareness Inventory (MAI) was used to measure students’ general metacognitive awareness at the beginning and end of the semester, while a separate perception-based survey developed by the author was conducted to investigate how students perceived the T&I course’s influence on their English learning. The MAI results showed no statistically significant change in overall scores but a strong upward trend in students’ metacognitive awareness was found, particularly in the Regulation of Cognition category and a statistically significant improvement in the ‘Information Management Strategies’ subcomponent. The perception-based responses further revealed that students developed heightened awareness of their individual weaknesses and a growing tendency to evaluate and adjust their learning behaviors accordingly. This suggests that T&I education helps develop higher-order cognitive abilities and self-regulated learning attitudes. These findings demonstrate the pedagogical potential of T&I training to promote metacognitive growth in language learners, and to support their cognitive engagement and learner autonomy.