This paper explores the utilization of screen recording as a learner-centered methodology aimed at fostering the translator’s problem awareness and problem solving capacities.
Along with keystroke logging and eye-tracking, screen recording is generally held in high regard within the research community as an unobtrusive tool geared towards the documentation and empirical analysis of translator behavior, such as decision-making
and strategy execution. Of the three, only keystroke logging has consistently made its way from the research lab into the classroom for training student self-awareness of comprehension, transfer and production processes (cf. Alves 2005; Göpferich 2009; Hansen 2006a, 2006b; Jakobsen 1999; Lee-Jahnke 2005). Here, we will provide a brief overview of some of the preferred methods of process-oriented translator training to date, followed by a
discussion of how screen recording fits into the bigger picture. Finally, we will outline a series of concrete problem awareness training activities in which students critically analyze their own screen recordings, both in isolation and in conjunction with comparable screen
recordings produced by professional translators working with the same texts.
