This study investigates the effect of Pot-luck Flipped Classroom (PFC), meaning the implementation of pot-luck, as an innovative technique, in a flipped classroom (FC), on the development of translation competence (TC). The advances and developments in science and technology and the need to exchange the newly-developed information, knowledge, and technology highlights the demand to train professional translators, and thus, the development of TC becomes an essential skill of 21st. century. FC learning model and pot-luck innovative teaching technique have proven the enhancement of the effective learning. Therefore, in this study, we combined them as PFC to develop TC via collaboration and active involvement in a learner-centered environment. A total of 57 Translation Studies students, including 27 boys and 30 girls took part in this study. We used a quasi-experimental design with an experimental (PFC) and control group. Data were collected via Translation Competence Acquisition Questionnaire before and after the intervention of PFC. Findings showed a statistically significant difference (significant at 0.05) in all TC components in experimental group after the intervention of PFC. Thus, PFC proved to be efficient. Finally, pedagogical implications are discussed and suggestions for further studies are also provided.
