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Abstract The present study focuses on the development of translation problem-solving competence, adopting the Community of Inquiry (CoI) framework theory to construct a community of inquiry model and conduct experiments to test the feasibility of the model. Two classes from the transla¬tion technology course were selected as the experimental and control group respectively. To eval¬uate the effectiveness of the model from a problem-solving perspective, keystroke logging, screen recording, retrospective reports, questionnaires, and interviews were used to collect quan¬titative and qualitative data. Results showed that the community of inquiry model was beneficial for developing students’ translation problem-solving competence, as evidenced by the fact that
students in the experimental group identified more macro-translation problems and tended to use higher-level cognitive strategies such as monitoring and decision-making to solve translation problems, and their translation quality scores were higher. The control group, in contrast, focused more on micro-translation problems and tended to adopt micro strategies such as retrieval, result¬ing in lower translation quality scores. Furthermore, the questionnaire and interviews indicated that the experimental group had a positive attitude towards the community of inquiry model, con¬sidering it to be helpful in overcoming translation learning anxiety, enhancing learning confi¬dence, and improving translation problem-solving competence.
Key words: translation problem-solving competence; community of inquiry; model building; translation teaching
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