Application of WeChat Teaching Platform in Interactive Translation Teaching

Abstract

Abstract-With the increasing use of smartphones in China, WeChat has become one of the most popular social applications. With its powerful functions, WeChat not only implements social features for its users but also provides a new way to fulfill mobile learning (M-learning), which is a form of distance education with the use of mobile devices. After analyzing M-learning models and WeChat's features, this paper attempts to integrate WeChat's interactive functions to construct a WeChat teaching platform under the guidance of constructive theory. The WeChat teaching platform was constructed based on WeChat's multiple functions and with the support of wireless network technology. It can help to increase the interaction between students and teachers, because such interaction makes achieving ubiquitous learning for university students feasible. This empirical study proved that the new model is feasible and effective in facilitating interaction in translation teaching and in developing the students' translation competence.

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

“…Students were also more likely to interact and respond to student discussion forum posts in a Japanese ESL course, when students replied to each others' posts (Nielsen, 2013), which was found to be more important than how often the teacher contributed. (Cheung, 2015;Ramamuruthy & Rao, 2015;Shi & Luo, 2016), with 45% of students in Cheung's (2015) study agreeing or strongly agreeing that mobile learning can enhance their overall academic performance, and foreign language students who used WeChat in Shi & Luo's (2016) study scored significantly higher (t = 2.05, P = 0.039 < 0.05) than those who did not. Achievement, however, was especially found when synchronous collaborative tools, multimodal production tools (MPT) and assessment tools are used, with knowledge organisation and sharing tools and MPT having relatively high values as well.…”

“…Lu and Churchill (2014) drew on a definition by Chapman (2003), and then focused on social and cognitive engagement. A theoretical framework was applied in 20 studies (47.6%), with constructivism referred to in four studies (Garcia-Sanchez & Rojas-Lizana, 2012; Lu & Churchill, 2014;Lu et al, 2010;Shi & Luo, 2016), social constructivism in two (Yang, Gamble, & Tang, 2012;Zhang, Song, Shen, & Huang, 2014) and socio-cultural theory in two studies (Lin & Yang, 2013;Peterson, 2009). Other studies drew on Bandura's theory of social learning (Carver et al, 2012), social presence theory (Yildiz, 2009) and technological pedagogical content knowledge (TPCK) (Asoodar, Marandi, Atai, & Vaezi, 2014).…”

The Mobile Education Model Based on the WeChat Public Platform

“…It has wide coverage and convenient way of transmission. The mobile learning model based on the WeChat platform has been gradually accepted by the public [3] .…”

Teaching Software Based on WeChat Platform

“…The back end mainly implements the logical function of the webpage, returns the user URL response, uses the database to realize the registration of the user's information, and performs real-time management recording of the sharing request of the device resource, using the PHP language in the webpage framework to realize discussion and information exchange among users. [1][2][3][4][5][6][7][8][9][10]…”