English-Major Students’ Expectations for Blended Translation Learning on LMS at a Vietnamese Public University

Abstract

The rapid shift toward digital transformation and the increasing adoption of educational technology in higher education has highlighted student expectation as a crucial factor to optimize Learning Management Systems (LMS) in blended environments. This study investigates English-major students’ expectations for blended translation learning on LMS at public university in Vietnam. A cross-sectional survey design was employed, utilizing a questionnaire comprising 21 Liker-scale items and one open-ended question distributed to 87 participants. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that students possessed consistently high expectations across four major dimensions of LMS-integrated translation courses. Ranked in descending order of expectation levels, these dimensions include platform features and course management, learning content and professional translation skills, instructional design, and technical support. The participants particularly envisioned a comprehensive blended learning environment where effective pedagogy, practical course materials, solid technology, and strong support mechanisms merge to deliver engaging and inclusive learning. Based on these empirical insights, the study proposes some useful recommendations for instructional designers and higher education practitioners to refine LMS platform functionality, improve translation pedagogical strategies on blended learning environments and foster more effective and equitable translation education.