DIGITAL TEACHER FEEDBACK AS A TRANSLATION ASSESSMENT TOOL

This paper analyses the opportunities of digital feedback delivery, its use in translation classroom, and application as tool active instruction formative assessment at university level. A mixed research design involved 33 third-year students Poltava University Economics Trade majoring Translation. They participated study voluntarily spring term 2019/2020 academic year. The effectiveness teacher different modality was estimated with help a questionnaire from two perspectives: students’ behavioral engagement associated convenience for revisions their affective concerning emotional saturation suggested type feedback. Students’ preferences were collated results leading sensory channel test acquired competency According to received data, overwhelming 69.7% undergraduate translators appeared be digitals per channel, which had no statistically significant impact on preferred inversely observed correlation proved viability both modalities stages training process. It concluded that promotes development skills particular leverages practices classroom general.