Bilateral Interpreting Course in Blended Learning: Experimental Verification

Kolomieets, Svitlana; Guryeyeva, Lyudmyla

doi:10.20535/2410-8286.141437

Cited by 5 publications

(5 citation statements)

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“…Furthermore, the training mode by applying an online simulator enhances students' motivation to study. The current research results reveal that this time the experiment participants did not experience significant problems working with the online learning course due to the lack of experience as before (Kolomieets, 2018).…”

Section: Discussionmentioning

confidence: 69%

Online Asynchronous Learning English for Specific Purposes Terminology

2023

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Section: Discussionmentioning

confidence: 69%

Online Asynchronous Learning English for Specific Purposes Terminology

2023

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“…Social media as a research focus can be classified into two topics: (1) research on using surveys on social media platforms, and (2) research on the activity and content of the social media themselves (Staff et al, 2016). These authors also argue that social media research is a new area of analysis and, in terms of data analysis, is often faster and cheaper as well as being available in or close to real-time in ways that are not possible with other forms of analysis (Staff et al, 2016).…”

Section: Social Media In Efl Teachingmentioning

confidence: 99%

“…In this way, they can enhance language learning processes, both teachers' instruction and the active role of students. Integrating new technology into language teaching and learning is still an unresolved problem (Kolomieets & Guryeyeva, 2018). The next challenge is to identify a less interactive tech tool that can be applied to provide more authentic English learning material offering meaningful use of English, if used effectively; the question is: which of the social media like WhatsApp can assist learners to overcome the challenges of learning a foreign language?…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perception of the Use of WhatsApp-Based Speaking Instructional Materials

Maulina,

Hastianah,

Herianah

2023

ITJ

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WhatsApp-based speaking instructional material (WABSIM), a social media-integrated teaching and learning form, is a much-needed and highly demanded speaking resource for students to access and learn English in flexible ways. This study was conceived to figure out students’ responses to the use of WABSIM for learning basic speaking. Twenty eight English Education Department students filled out a Google Forms questionnaire assessing the indicators of experience, motivation, and attitude. This current study reveals the perception of use of WABSIM; in terms of experience, 64.3% of students agree that it has helped enrich their insight, and 53.6% of students agree that it promotes an enjoyable learning situation. In the motivation aspect, 57.1% of students agree that they feel motivated in studying speaking skills using the WABSIM, 53.5% of students enjoy the WhatsApp-based communication tasks, 67.9% are willing to study speaking using WABSIM, and 50% agree that speaking lessons during the semester were fun. In terms of attitude indicators, half of the students agree that the WABSIM could increase their self-confidence in speaking English about daily topics, and that they became more active in learning – it helped them to learn the course independently and collaboratively. Therefore, the research indicates that students favourably perceive the use of WABSIM for learning in flexible ways inside and beyond the classroom, and that the learning through the WhatsApp instructions, such as recording audio and video material, as well as making audio and video calls, encourages students to be collaborative and even more independent.Keywords: WhatsApp, social media, speaking skill, mobile learning, motivation, students’ perceptions

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“…Concept analysis, which helps distinguish base concepts followed by certain training activities, proved to be an effective instrument in coping with these difficulties. It can be exemplified by the experimentally verified bilateral interpreting course in training students of the Faculty of Linguistics of National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" [6].…”

Section: Literature Reviewmentioning

confidence: 99%

Cognitive and genre approaches in teaching cross-linguistic mediation

Kolomiiets¹,

Antonenko²,

Guryeyeva³

et al. 2023

2nd International Conference on New Trends in Linguistics, Literature and Language Education (3l-Edu 2022)

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The article's main aim is to consider concept and genre text analysis in training professional interpreters and translators as well as students majoring in Publishing and Editing within the framework of complex interactions of theoretical and methodological practices. Theoretical considerations of cross-linguistic mediation, translation-oriented genre and concept analysis provided the basis for developing a set of learning practices. The main research question of this paper is how to exploit the above mentioned considerations in learning cross-linguistic mediation with the help of binary texts (the texts of the same genre considering alike problems in English and Ukrainian). Finally, the suggested methodology was verified and confirmed in the process of experimental teaching. The significance of the study lies in its cross-disciplinary approach to the problem of teaching translation: the mediation in teaching foreign languages, cognitive linguistics, translation-oriented genre analysis.

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Bilateral Interpreting Course in Blended Learning: Experimental Verification

Cited by 5 publications

References 1 publication

Online Asynchronous Learning English for Specific Purposes Terminology

Online Asynchronous Learning English for Specific Purposes Terminology

Undergraduate Students’ Perception of the Use of WhatsApp-Based Speaking Instructional Materials

Cognitive and genre approaches in teaching cross-linguistic mediation

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