Abstract

Narrative translation is a core component of English Language Teaching (ELT), and translation self-efficacy critically shapes learners’ task performance. However, existing research has two key gaps: 1) it rarely integrates China’s Standards of English (CSE) descriptors into self-assessment tools for narrative translation; 2) it has not clarified the unique effects of narrative translation ability’s dimensions on self-efficacy. To address these gaps, this study recruited 165 students from a key eastern Chinese university. Data were collected via two self-report scales: the Student Self-Narrative Translation Ability Scale and the Translation Self-Efficacy Scale. Exploratory Factor Analysis was adopted to explore the dimensions of narrative translation ability. Correlation and Multiple Regression Analyses were used to test relationships between variables. Results showed that: 1) both linguistic competence and translation strategy correlated positively with translation self-efficacy; 2) translation strategy had a stronger predictive effect on self-efficacy, and linguistic competence’s unique effect became non-significant. These findings inform ELT practice by highlighting the value of strategy-focused training and CSE-aligned self-assessment for enhancing learners’ narrative translation self-efficacy.

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