Enhancing Translation Skills among Moroccan Students at Cadi Ayyad University: Addressing Challenges Through Cooperative Work Procedures

1 Introduction

Translation plays a pivotal role in facilitating communication, enabling international business transactions, and fostering cultural exchange in an increasingly globalized economy (Baumgarten & Cornellà-Detrell, 2019; Risku, Rossmanith, Reichelt, & Zenk, 2010). By translating their content, products, and services into various languages, enterprises can access new markets, connect with customers who prefer their native languages, and expand their customer base (Biel & Sosoni, 2017). Furthermore, accurate translation is essential for ensuring compliance with diverse legal and regulatory obligations across different countries, particularly regarding the clear communication of contracts, agreements, and other legal documents (Ali, 2016; Fakhouri, 2008; Loddo, Addis, & Lorini, 2022).

The rise of digital platforms has further underscored the importance of translation by enabling global enterprises to reach wider audiences and foster customer satisfaction through multilingual customer interfaces, websites, and support services (De la Cova, 2016). Effective translation in digital contexts significantly enhances user experience, boosts customer satisfaction and loyalty, and positively contributes to companies’ reputations (Abdallah & Koskinen, 2007; Alotaibi & Salamah, 2023; Gunarto, 2019). Likewise, translation holds a critical role in tourism and hospitality by facilitating communication with global travelers, offering culturally nuanced information, and enriching visitors’ travel experiences (Lozynska, Savchuk, & Pasichnyk, 2019; Sulaiman & Wilson, 2018, 2019).

Within educational settings, translation has gained recognition as a communicative and pedagogically authentic practice, essential for both formal and informal interactions (Dobson, 2012; Pagano, 1994; Wolfe, 2010). Translation students often require guidance in selecting appropriate methods to ensure translation accuracy and linguistic proficiency, particularly when translating literary and culturally rich texts. However, conventional translation classrooms predominantly rely on a product-oriented approach in which teachers primarily focus on the correctness of final translation outputs concerning vocabulary, grammar, syntax, and orthography (Kobyakova & Shvachko, 2016; Venuti, 2016). Within such traditional methods, students remain passive, and their translation work often reflects subjective interpretations aligned closely with the instructor’s feedback, limiting opportunities for active student engagement and critical reflection (Groce & Hoodkinson, 2019; Lei, 1999).

In contrast, the implementation of collaborative translation methodologies has emerged as a promising pedagogical alternative. Collaborative translation encourages active student participation, allowing them to engage deeply in language analysis, critical discussions, and meaningful peer interactions (Kim, Khan, & Choo, 2021; Yang, Li, & Xing, 2018). It provides a structured yet adaptable framework that caters to diverse learning styles and paces, promoting personalized and effective instruction. Cooperative work procedure (CWP), as a form of collaborative learning, facilitates regular feedback and reflective discussions, enhancing students’ critical thinking, problem-solving, communication, and teamwork skills (Thelen, 2016; Yang, Guo, & Yu, 2016). Despite these known benefits, limited empirical research specifically investigates collaborative translation approaches within the Moroccan higher education context, particularly among students who consistently struggle with semantics, syntax, and orthography.

Recognizing these challenges, this study explores structured collaborative translation through the CWP in the Advanced Translation Studies course at the Faculty of Letters and Human Sciences, Cadi Ayyad University. The Department has identified the urgent need to address translation inaccuracies among students and improve their translation capabilities by adopting more effective and interactive methodologies. This study builds on existing literature highlighting the positive impact of collaboration in education, specifically aiming to address translation accuracy problems prevalent among Moroccan students.

The main objective of the present research is to evaluate the effectiveness of the CWP in enhancing translation accuracy and linguistic proficiency among Moroccan university students enrolled in the course of Advanced Translation Studies at the Faculty of Letters and Human Sciences, Cadi Ayyad University, Marrakech. Specifically, this study aims to examine whether structured collaborative translation tasks can significantly improve students’ translation skills compared to traditional individual translation approaches. Moreover, the research seeks to identify and explore the specific translation difficulties that Moroccan students commonly encounter, particularly in translating literary texts, and to assess how effectively cooperative learning strategies can address these challenges.

To achieve these objectives, the study addresses three central research questions. First, it investigates the extent to which the CWP can enhance translation accuracy and linguistic proficiency in comparison to conventional individual translation methods. Second, the study analyzes how structured collaborative translation tasks influence students’ critical thinking and overall linguistic competencies. Finally, it examines the nature of translation difficulties experienced by Moroccan students in Advanced Translation Studies, aiming to determine the effectiveness of cooperative learning methods in addressing these challenges and ultimately advocating for their broader integration into translation pedagogy.

By clearly addressing these objectives and research questions, the present study provides robust empirical evidence advocating for the integration of cooperative strategies within translation pedagogy at Moroccan universities. Moreover, this investigation encourages future scholarly inquiries into broader academic contexts and explores the integration of digital tools in collaborative translation efforts, with the goal of significantly improving translation education practices both at Cadi Ayyad University and more broadly within Moroccan higher education.

2 Literature Review

3 The Present Study

As mentioned earlier, translation connects the semantic meanings of the source and target languages, and translators must select suitable methods and techniques to achieve accurate meaning approximation (Gutt, 1988; Katan, 2018; Smith, 2002). Therefore, students in higher education should understand the rationale behind the application of a specific technique. Prior literature in this field has demonstrated that despite extensive writing on the translation process and outcome, studies germane to student translators and their performance in the classroom are scarce. The majority of studies conducted in translation, in general, are theoretical and involve professional translators rather than student translators. Teaching translation to students in higher education can present both gratifying and demanding circumstances, owing to the intricate nature of the aptitude and the multifaceted components implicated (Gharafi, 2020).

The teaching of translation in higher education should not depend solely on theoretical frameworks; instead, equal emphasis must be placed on practical applications and group collaboration, as active participation is essential for optimal learning outcomes. Students who engage in group work tend to achieve a deeper understanding of the topic and retain it for a longer period compared to those who are exposed to the same content through alternative instructional methods (Hubscher-Davidson, 2008). Also, students who work collaboratively in groups exhibit higher levels of satisfaction with their coursework. Collaborative learning is a distinctive method that presents a significant alternative to traditional teacher-centered techniques (Fung & Liang, 2019). It is widely recognized that the transmission of knowledge to students cannot be solely attributed to the instructor, as students also acquire knowledge through cooperative endeavors with their peers (Yuliasri, 2014). Collaborating with multiple classmates enables peer review and editing and helps reduce the likelihood of errors or inaccuracies. The inclusion of diverse perspectives and expertise can capture nuances that may be overlooked by an individual translator (Yang et al., 2016). Furthermore, group work in translation can help overcome cultural barriers and ensure that cultural nuances, idioms, and references are accurately conveyed for the sake of avoiding any unintentional offense or misunderstanding (Liu et al., 2021).

Translation is a compulsory course in Moroccan universities and is typically introduced to students during their third, fourth, and fifth semesters. During the third semester, students are introduced to the fundamental concepts and essential methods. In the fourth semester, students delve into legal translation, while in the fifth semester, they advance to a higher level of study, focusing on literary translation. Nevertheless, the majority of professors still heavily rely on traditional methods. Specifically, students are provided with texts in English that must be translated into Arabic and vice versa. Given the substantial number of students, it is understandable that university professors opt for traditional methods to save time, which is a scarce resource throughout the entire course. Also, students in their fifth semester at the university enrolled in Advanced Translation Studies continue to face challenges in understanding and translating literary texts. These challenges primarily revolve around issues related to semantics, syntax, and orthography, which serve as the rationale for undertaking the current study.

In addition, the current investigation underscores the importance of implementing the CWP among Moroccan students enrolled in the Faculty of Letters and Human Sciences in Marrakech, Morocco. The primary objective is to scrutinize the performance of the subjects under investigation to evaluate their progress or regression. In addition, this investigation endeavors to unveil the efficacy of CWP in the field of translation and to ascertain whether effective communication and coordination among students can yield fruitful outcomes, including the completion of high-quality translations and increased productivity.

Also, this research sets itself apart with its rigorous methodology and unique approach to assessing the significance of CWP in translation education. Unlike previous studies, which often relied on anecdotal evidence or limited qualitative analysis, this research employs a robust experimental design, including a control group and an experimental group. The participants were randomly selected to ensure a representative sample, and both groups were given identical texts to translate to maintain consistency and eliminate potential biases. Over 12 weeks, the experimental group participated in structured collaborative translation tasks, with systematic supervision and detailed documentation of their interactions and progress. This longitudinal approach allowed for a comprehensive assessment of the impact of CWP over time, rather than just short-term effects. Furthermore, the study’s use of statistical analysis software (SPSS) to evaluate performance data ensures precision and objectivity. By meticulously comparing initial and final assessments, the research provides concrete evidence of the efficacy of CWP in enhancing translation skills, offering a significant contribution to the field and setting a new standard for future educational studies. Besides, this study’s strengths lie in its substantial sample size, data collection methods, and rigorous analytical techniques. The sample size of 120 students ensures a diverse and representative population, enhancing the generalizability of the findings.

4 Hypotheses

Stringent time constraints can result in stress and anxiety, particularly for students who encounter difficulties in working expeditiously or managing their time proficiently. This stress can impede their academic performance and overall well-being (Onwuegbuzie & Seaman, 1995). Certain courses and assignments necessitate in-depth exploration and comprehension, which may be compromised when students are compelled to work hastily due to time limitations (Cattaneo, Oggenfuss, & Wolter, 2017). In addition, students possess diverse learning styles and paces, and time constraints can disadvantage those who require more time to assimilate information or accomplish tasks owing to learning disabilities or language barriers (Maldonado & De Witte, 2022). When students are constrained to operate within narrow time frames, the quality of their work may suffer as they may not have the opportunity to revise, edit, and refine their assignments. Therefore, it is crucial to consider the following hypothesis.

H1: Time restrictions affect the performance of student translators.

To address the issue of time constraints, CWP presents itself as a viable solution. These procedures are specifically crafted to promote optimal communication, coordination, and synergy amongst team members, ultimately resulting in enhanced productivity and outcomes (Eriksson & Westerberg, 2011). By adhering to established protocols and working collaboratively, students are able to operate more efficiently and minimize the risk of wasted time, duplicated efforts, and misunderstandings (Hartono, 2011). Thus, it is also of paramount significance to take into account the following hypothesis:

H2: CWP could to a large extent improve the performance of student translators.

5 Methodology

6 Findings and Discussion

Collaboration in group work provides numerous advantages that facilitate improved learning, problem-solving, and overall personal and professional development. As aforementioned, working with individuals possessing diverse backgrounds, skill sets, and perspectives can result in a wider range of ideas and solutions. This diversity fosters creativity and promotes innovative approaches to challenges (Alfer, 2017). Active involvement in the learning process is crucial for optimal student learning. Irrespective of the subject matter, students who engage in small group work tend to acquire and retain more information than when the same content is presented in other instructional formats (Zwischenberger, 2020). In addition, students who participate in collaborative groups exhibit higher levels of satisfaction with their classes (Vandepitte, 2016).

In a CWP class, the experimental group’s collaboration rate is notably high, with 91.7% of the 55 participants showing a positive collaboration rate, indicating a mean of 1.6545. The moderate variability of 0.47990 and a precise mean estimate of 0.06471 suggest consistent collaboration among these participants. A small fraction of 6.7% (N = 4) collaborates to some extent, with a mean of 1.0000 and no variability, all being male. An even smaller group of 1.7% (N = 1) does not collaborate at all, also male, with a mean of 1.0000. The total sample of 60 participants reveals an overall high collaboration rate (mean = 1.6000) with moderate variability (std. deviation = 0.49403) and a precise overall mean estimate (std. error of mean = 0.06378). The gender distribution indicates a mix of male and female participants in the high collaboration category, while lower collaboration rates are exclusively male. This analysis highlights the dominance of collaborative behaviors within the experimental group, revealing minimal deviation and notable gender-related patterns in collaboration rates, as shown in Table 1. Thus, this shows that most of the participants shared their responses with their classmates within their group, and this collaboration assisted them in fixing their errors. The survey results indicated that the classmates within the group played a crucial role in helping the respondents correct various types of mistakes, including those related to syntax, meaning, and spelling. This collaborative effort among peers not only improved the accuracy of the answers but also enhanced the overall learning experience for the students.

Moreover, providing students with enough time proved to be significant. The performance and outcomes of students can be significantly improved by allowing them an adequate amount of time to translate a text. This additional time enables students to carefully analyze the text, comprehend the context, and select the most suitable translations for each word or phrase. Moreover, the extra time allows students to review their work, rectify any errors, and ensure the accuracy and conveyance of the intended meaning in their translations. Ultimately, providing students with sufficient time to translate a text can result in higher quality work, enhanced comprehension, and improved overall performance in language learning. In this study, respondents were asked to evaluate the convenience of the time given for the tasks in relation to the length of the tasks. During the first 2 weeks, students were given 60-min tasks, while in the following 10 weeks, they were given 90-min tasks. The majority of respondents, accounting for 79%, expressed a positive view regarding the time allocated, while 21% indicated a need for more time to complete the tasks.

Another crucial and significant aspect of this study is the cultivation of students’ cultural awareness. Through translation, students can capture cultural nuances, idioms, metaphors, and humor that may not have a precise and accurate counterpart in the target language (Bassnett, 2007). This process encourages students to explore the cultural and historical contexts that shape these linguistic subtleties (Akbari, 2013). CWP facilitates the exchange of cultural perspectives, enabling students to translate texts more accurately and effectively (Gerding-Salas, 2000). This encounter and collaboration broaden their understanding of different worldviews, social norms, and values. Students learn to put themselves in the shoes of different viewpoints and recognize that there is no one-size-fits-all way of thinking or communicating.

In addition, CWP helps student translators understand certain cultural sensitivities, taboos, and potential misunderstandings that may arise during the translation process. This awareness helps them overcome potential pitfalls and ensures that the translated content is respectful and appropriate for the target culture (Petrescu, 2012). In addition, students in this study were exposed to literary texts as a core component of Advanced Translation Studies. They were tasked with different texts in literature, poetry, art, and other creative forms that are deeply rooted in cultural contexts. Co-translating these texts enabled them to explore and appreciate the cultural richness of different societies and increased their understanding of aesthetics, values, and artistic expression. In this study, 86.7% of the respondents claimed to have benefited from their classmates and texts to learn and gain new cultural insights.

Collaborative group efforts significantly enhance interpersonal communication among peers, making them essential for successful teamwork (Liddicoat, 2016). CWP entails the amalgamation of individuals with varying backgrounds, experiences, and perspectives (Zainudin & Awal, 2012). This diversity can foster more profound deliberations and the contemplation of multiple viewpoints, ultimately promoting more candid and comprehensive communication (Katan, 2018). In a collective environment, students are afforded the chance to express their concepts and viewpoints. This process facilitates the creation of a more extensive array of resolutions and fosters the ability of participants to enunciate their ideas with clarity. Also, collaborative efforts can facilitate interpersonal connections beyond structured deliberations, such as exercises aimed at enhancing teamwork or informal dialogues. Such engagements serve to fortify bonds and promote a more amicable exchange of ideas among members of the group (House & Loenhoff, 2016). In the present investigation, it was observed that 95% of the participants under scrutiny exhibited a pronounced inclination towards collaborative efforts in a group context, with the aim of accomplishing a collective objective. The presence of a shared goal acted as a stimulant for proficient exchange among students, as they acknowledged the interdependence of their endeavors toward achieving the desired outcome.

Another salient aspect of CWP is critical thinking. Collaborating within a group provides individuals with exposure to a multitude of viewpoints, ideas, and approaches. This diversity can serve as a catalyst for critical thinking, as it necessitates the analysis, evaluation, and synthesis of varying perspectives to reach comprehensive conclusions (Azin & Tabrizi, 2016). Group discussions frequently entail the exchange of divergent ideas and the defense of varying perspectives. This procedure facilitates the cultivation of analytical reasoning, as participants are required to construct coherent arguments, detect fallacies in others’ reasoning, and adjust their own viewpoints in response to well-reasoned counterarguments (Saud, 2020).

In addition, the involvement of students in collaborative translation tasks has proven to be highly beneficial in enhancing their critical thinking skills through the promotion of collective problem-solving and the consideration of diverse perspectives. Students engaging in group translation activities are required to actively engage in discussions and debates regarding different interpretations of texts, assess the accuracy and appropriateness of various translation methods, and provide justifications for their choices to their peers. This collaborative approach serves as a catalyst for students to move away from mere memorization and delve deeper into understanding the intricacies of both languages. By critically evaluating their own translations as well as those of their peers, students are able to identify and rectify errors, explore alternative translation options, and enhance their reasoning abilities. Furthermore, the necessity to clearly and persuasively articulate their thoughts in group discussions helps students refine their logical thinking and communication skills. Through these collaborative endeavors, students not only enhance their translation accuracy but also develop essential critical thinking skills that can be applied across various academic and professional settings.

Concerning critical thinking, the data presented in Table 2 indicate that the majority of participants, accounting for 70.0% of the total sample (N = 42), reported a significant increase in critical thinking abilities, as evidenced by a high mean score of 1.6667. This particular group displayed a moderate level of variability, with a standard deviation of 0.47712, and a precise mean estimate indicated by a standard error of the mean of 0.07362. The kurtosis value of 0.717 and the skewness value of −0.734 suggest a distribution with a relatively high peak and a left-leaning tail, respectively. On the other hand, a smaller subset of participants, constituting 30.0% of the total sample (N = 18), reported a less pronounced yet still noteworthy improvement in critical thinking skills, with a mean score of 1.4444 and slightly higher variability (std. deviation = 0.51131). This group exhibited a standard error of the mean of 0.12052, along with a higher kurtosis value of 1.038 and a slight positive skewness of 0.244, indicating a flatter distribution with a right-leaning tail.

When considering the entire sample size of 60 participants, the overall mean improvement score was calculated to be 1.6000, with moderate variability (std. deviation = 0.49403) and a precise overall mean estimate (std. error of mean = 0.06378). The total group displayed moderate kurtosis (0.608) and slight negative skewness (−0.419), showcasing a balanced distribution. It is important to note that both categories of participants, male and female, were included in the analysis. The findings suggest that a significant portion of the class experienced substantial growth in critical thinking skills, with varying levels of improvement highlighted by the variability and distribution characteristics observed within the group. This progression exposed the participants to fresh challenges and obligations, compelling them to engage in critical reflection concerning the manner in which their contributions were integrated into the broader framework of the tasks.

An additional benefit of depending on the CWP is the improvement of time management efficiency. Students have acquired the skill of time management while participating in a specific translation assignment. In 93.3% of the instances, they have learned to collaborate and allocate tasks effectively. The subjects under investigation have chosen to divide the tasks independently, without the involvement of the professor, starting from the fourth week, to avoid redundancy and guarantee optimal time management. A form of competition was established among the members of the group, which facilitated their comprehension that their individual efforts could significantly impact the overall progress of the group. Consequently, they became more inclined to efficiently manage their time and fulfill their obligations.

Besides, collaborative work and the allocation of adequate time for translation tasks played a pivotal role in enhancing students’ linguistic abilities through the establishment of a supportive and reflective learning atmosphere. By engaging in group activities, students were able to combine their diverse knowledge and expertise, exposing themselves to a wide range of linguistic patterns, vocabulary, and idiomatic expressions that they may not have encountered on an individual basis. This collaborative environment fostered peer-to-peer teaching and learning, allowing students to elucidate intricate concepts to one another.

As previously mentioned, the availability of ample time for deliberation on translation decisions empowered students to delve deeply into the material, meticulously analyzing the subtleties of both the source and target languages. This methodical and unhurried approach facilitated repeated practice and revision, which are essential for mastering linguistic nuances and attaining a higher level of fluency. The iterative process of translating, reviewing, and refining their work under the guidance of their peers and instructor not only aided students in developing a more nuanced grasp of language usage but also contributed significantly to the enhancement of their overall linguistic proficiency.

Regarding the experimental group’s linguistic proficiency, the data presented in Table 3 reveal that the majority of participants, accounting for 70.0% of the group (N = 42), exhibit a high level of linguistic proficiency, reflected in a mean score of 1.6667. The responses from this group displayed a moderate level of variability, as indicated by a standard deviation of 0.47712, along with a precise mean estimate with a standard error of mean of 0.07362. The kurtosis value of 0.717 and skewness value of −0.734 suggest a distribution that is peaked with a left-leaning tail. On the other hand, a smaller portion of the group, comprising 27.1% (N = 18), demonstrates a slightly lower mean proficiency score of 1.4444, with slightly higher variability (std. deviation = 0.51131). The standard error of the mean for this subgroup is 0.12052, with higher kurtosis (1.038) and slight positive skewness (0.244), indicating a flatter distribution with a right-leaning tail.

The overall mean proficiency score for the total sample of 60 participants is 1.6000, with moderate variability (std. deviation = 0.49403) and a precise mean estimate (std. error of mean = 0.06378). The total group shows moderate kurtosis (0.608) and slight negative skewness (−0.419). The sum of scores for the high proficiency group totals 70.00, representing 72.9% of the total sum, while the lower proficiency group contributes a sum of 26.00, making up 27.1% of the total. This analysis highlights that the majority of the class displayed high linguistic proficiency, with discernible differences in distribution characteristics between the two proficiency groups. This shows that the examination of the three tests and the questionnaires divulged an enhancement in the grammatical and syntactical composition of the participants. The latter expressed that the exchange of segments and extensive practice proved to be highly advantageous and heightened their awareness of certain spelling and syntactical errors. The majority of students acknowledged that translation has heightened their attention to detail because minor errors might have a significant effect on the intended meaning of a sentence. This heightened attentiveness extended to other aspects of language usage, including cohesion and coherence.

Furthermore, it is essential to highlight that the study primarily centered on the experimental group, where the instructor exclusively applied the CWP, in contrast to using an individualistic approach with the control group. Table 3 detailing the experimental group’s linguistic proficiency in a CWP class highlights significant improvements in performance from week 1 to week 12. Initially, both groups had similar performance levels, but the data from the experimental group showed a marked improvement over the course of the study. The mean score for those who improved is 1.67 with a standard deviation of 0.48, indicating substantial gains in linguistic proficiency. This improvement is further emphasized by the fact that 72.9% of the experimental group showed enhancement, as opposed to only 27.1% who did not improve, reflected in a lower mean score of 1.44 and a higher standard deviation of 0.51. The skewness values (−0.734 for those who improved and 0.244 for those who did not) suggest that the distribution of scores is more negatively skewed for the improved group, indicating a clustering of higher performance levels.

Concerning the control group, the data presented in Table 4 showcase the progress of the group under the guidance of an instructor who implemented an individualized teaching method from the first week to the twelfth week. It was found that a mere 30% of students in the control group, totaling 18 out of 60, exhibited enhancements in their academic performance. Conversely, a significant 70% of students, totaling 42, did not exhibit any progress during the study period, indicating the ineffectiveness of the individualistic approach for the majority of students. The cumulative percentage at the end of the study accounted for all participants, emphasizing the notable disparity between students who improved and those who did not. These findings underscore the limited efficacy of the individualistic approach in enhancing student performance, with a majority failing to show any advancement.

Also, it is crucial to indicate that this study’s results have important implications for translation pedagogy, indicating that CWP can greatly improve students’ learning outcomes. As aforementioned, collaboration and group work in translation tasks were found to enhance learning, problem-solving skills, and overall student development. Interacting with peers from diverse backgrounds exposed students to a wider range of ideas and solutions, fostering creativity and innovative approaches to translation challenges. The collaborative environment not only deepened understanding and retention of material but also increased student satisfaction levels. The majority of students, 91.7%, preferred collaborative efforts, emphasizing the effectiveness of group work in error correction and translation accuracy improvement. Adequate time allocation for translation tasks allowed students to analyze texts thoroughly, choose appropriate translations, and review their work, resulting in higher-quality outputs and improved comprehension.

Besides, the integration of cultural awareness through exposure to various literary texts enriched students’ comprehension of different cultural contexts and linguistic nuances. CWP not only enhanced linguistic proficiency but also developed critical thinking and time management skills through collective problem-solving and efficient task distribution. These findings highlight the importance of incorporating cooperative strategies in translation education, suggesting that CWP can significantly enhance the teaching and learning experience in university settings.

The findings of this study further carry significant pedagogical implications, suggesting that incorporating the CWP into translation curricula can substantially enhance teaching and learning outcomes in higher education settings. Given the substantial improvements observed in translation accuracy, linguistic proficiency, and critical thinking skills among students engaged in collaborative translation, educators are encouraged to adopt structured cooperative methods as integral components of translation courses. Specifically, instructors should emphasize peer interaction, structured group tasks, and cooperative peer-review practices to cultivate an engaging learning environment. Furthermore, the emphasis on adequate time allocation for complex translation tasks, combined with collaborative group structures, enables students to reflect on their translation choices, refine their linguistic skills, and deepen their comprehension of both linguistic and cultural nuances. These findings suggest that translation instructors should systematically integrate collaborative methodologies into their lesson plans to maximize the potential benefits identified in this research.

In addition, the study underscores the importance of fostering cultural awareness and intercultural competence through translation instruction. Exposing students to diverse literary texts drawn from various Arab contexts significantly enhanced their understanding of linguistic subtleties and cultural differences. Thus, translation educators should consciously select texts representing diverse cultural contexts, facilitating students’ exposure to varied linguistic styles and promoting intercultural understanding. Such an approach not only improves translation proficiency but also prepares students for real-world translation challenges requiring cultural sensitivity and adaptability. Given these observed benefits, translation programs should consider collaborative translation methods like CWP as central pedagogical strategies that can effectively equip students with the competencies necessary for professional translation contexts.

This study also explicitly addressed its initial research questions through systematic analysis and detailed discussion. The first research question which is “to what extent does the CWP improve students’ translation accuracy and linguistic proficiency compared to traditional individual translation methods?” was clearly answered through quantitative analyses showing substantial improvements among the experimental group compared to the control group. Specifically, approximately 72.9% of students engaging in structured cooperative activities displayed significant enhancements in translation accuracy and overall linguistic proficiency, compared to only a 30% improvement in the control group using individualistic approaches. The second research question which is “how does participation in structured collaborative translation tasks influence students’ critical thinking abilities and translation competencies?” was explicitly addressed by demonstrating that 70% of the experimental group reported substantial gains in critical thinking skills due to collaborative translation exercises. Qualitative feedback further supported these quantitative findings, showing that students attributed their increased analytical capabilities, reasoning skills, and improved problem-solving approaches directly to their participation in collaborative translation tasks.

Finally, the third research question which is “what specific translation difficulties do Moroccan university students encounter in Advanced Translation Studies, and how effectively does cooperative work address these challenges?” was systematically answered through analysis of students’ performance on tasks involving literary texts from different cultural backgrounds. Students identified significant challenges related to semantic precision, syntactic accuracy, orthographic errors, and cultural nuances. The structured peer discussions and collective revisions within CWP effectively addressed these difficulties, as evidenced by improved student outcomes and high satisfaction rates with the collaborative process. These explicit connections to each research question reinforce the robustness of the study’s findings and clearly articulate the advantages of integrating cooperative translation methods in Moroccan higher education contexts.

7 Conclusion

This research investigated the impact of implementing the CWP within the Moroccan higher education setting, specifically among students enrolled in Advanced Translation Studies at Cadi Ayyad University, Marrakech. The results demonstrated that structured group translation activities notably improved students’ translation accuracy, language proficiency, and critical thinking abilities in comparison with traditional, individual-based translation methods. Students who participated in cooperative activities consistently expressed a strong preference for teamwork, actively involving themselves in discussions, mutual peer review, and collective problem-solving. Overall, most participants positively perceived group collaboration, indicating that shared translation activities significantly improved their learning experiences and academic outcomes.

Also, the study identified several essential factors underpinning the success of cooperative translation tasks. Particularly, adequate time allocation emerged as a critical factor, enabling students to thoroughly explore complex texts, effectively negotiate meanings, and collaboratively refine their translations. Proper time management facilitated a deeper understanding of linguistic and cultural nuances, as students benefited from peer discussions and supplementary resources, including internet-based research. Initially, some interpersonal challenges such as communication barriers and conflicting viewpoints emerged among participants; however, these issues gradually diminished as students became more familiar with structured group interactions and consistent collaborative practice.

The primary contributions of this study arise from its rigorous empirical evaluation of cooperative translation methodologies within a context previously lacking systematic investigation. By providing solid quantitative and qualitative evidence, this research confirms the considerable benefits of collaborative strategies like CWP for translation education, especially within culturally diverse environments such as Morocco. The study importantly emphasizes the necessity of structured collaboration frameworks, sufficient task completion time, and explicit teaching of teamwork skills as critical components for enhancing translation competence and effective interpersonal communication among students.

Pedagogically, the study offers meaningful implications. Translation instructors in higher education should integrate structured collaborative approaches into their curriculum to improve student engagement, translation quality, and critical thinking. Educators are advised to adopt facilitating roles, explicitly teaching collaboration skills, including negotiation techniques, respect for diverse opinions, and effective conflict resolution, to fully realize the benefits of cooperative learning. Future research can further build upon these insights by examining additional educational contexts, incorporating digital collaborative tools into translation teaching (Zappatore, 2022), and evaluating the long-term effects of collaborative learning on students’ professional competencies and career preparedness.

In addition, it is significant to indicate this study has limitations that must be recognized, with a key one being its narrow geographic focus on a single university in Marrakech, Morocco. This may limit the direct relevance of the findings to regions or countries with distinct cultural, educational, or linguistic backgrounds. The unique aspects of the Moroccan education system, challenges in translating between Arabic and English, and cultural nuances specific to the locale could impact the study’s results in ways that may not be broadly applicable. Therefore, prudence is recommended in generalizing these results to various educational environments, notwithstanding the valuable perspectives obtained from the research on the efficacy of CWP in this particular context. Future research should aim to replicate the study in diverse locations and within varied cultural and linguistic frameworks to confirm the generalizability and relevance of the conclusions.