To meet the increasing needs for translators and interpreters, Master of Translation and Interpreting (MTI) program was launched in Chinese universities. Discussion on how to cultivate MTI students who are supposed to be excellent users of foreign language except their mother tongue attracts many Chinese researchers, while little is done from the perspective of students, the main stakeholders of the program. Therefore, this case study, informed by self-concept theories, tracked one MTI student in a Chinese key university, to investigate factors influencing students' learning motivation and their response towards the influence. Using the student's diaries reflecting on daily translation training and the semi-structured interviews, the study found significant others, self-perceived ability, curriculum, and coursework played significant roles in the ebbs and flows of translation learning motivation. The findings also reveal the dynamic interaction among students' self-representations (including the ideal self, the ought self, the actual self, and the feared self) in the dynamic context. This paper not only provides a new understanding to the translation education by incorporating students' voice into professional training, but also offers advice for MTI program management.

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While sample questions and responses, scoring rubrics, and provision of criterion-referenced interpretation in large-scale writing tests are believed to be of pedagogical value, frontline English language teachers often find it difficult to use them to facilitate learning perhaps due to the lack of practical guidance. To maximize the value of large-scale writing tests for learning, this chapter draws on models of learning-oriented assessment and proposes a practical guide for writing teachers to use the key components of large-scale writing tests in classroom assessment activities. This framework includes four steps: design, explain, coordinate, and reinforce, and is aimed at promoting students’ metacognitive evaluative capabilities, engagement with feedback, and thus writing.

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