Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

Davaribina, Mehran; Asl, Shahram Esfandiari

doi:10.17507/jltr.0804.16

Cited by 3 publications

(7 citation statements)

References 21 publications

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“…There was also one case that did not specify the participants' level. Alkhateeb et al, 2015;Davaribina & Asl, 2017;Khajavi & Ketabi, 2012;Rassaei, 2019;Riahi & Pourdana, 2017;Soleimani & Nabizadeh, 2012 Senior high school students Hamedi et al, 2020；Kalhor & Shakibaei, 2012Liu et al, 2019;Tajeddin & Tabatabaei, 2016;Usman et al, 2017 Primary school students Chiang et al, 2016;Morfidi et al, 2018 Chiang et al, 2016;Liu, 2014;Liu et al, 2019…”

Section: Participantsmentioning

confidence: 99%

Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review

Ta,

Razali

2023

IJLTER

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Reading is an essential learning tool for students to achieve academic and career success, and the ability to read also has a significant impact on students’ lifelong learning. In the field of ESL/EFL reading teaching, concept mapping has attracted considerable attention as a technique that can be used. To enable researchers and teachers to understand the research focus and application trends of concept mapping in the teaching of ESL/EFL reading, this article provides a literature review of 33 studies published in peer-reviewed journals from 2012 to 2022 on the use of concept mapping in teaching reading comprehension for learners in diverse ESL/EFL contexts. It was found that concept mapping was primarily used and studied among ESL/EFL students at the undergraduate level, serving as an advanced organizer in the pre-reading stage, an instructional medium in the while-reading stage, and a summarizing and evaluation tool in the after-reading stage. It was also found that the application of Kit-Build concept mapping, either in a technology-supported learning environment or with a source connection function, seems to have a promising impact on reading comprehension. Based on these findings, suggestions are provided to ESL/EFL teachers and researchers for better implementation and future research of concept mapping.

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Section: Participantsmentioning

confidence: 99%

Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review

Ta,

Razali

2023

IJLTER

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“…Recent research has revealed the possibility of using translation as a pedagogical tool to benefit vocabulary building, wmorphosyntactic accuracy improvement, and intercultural awareness (Liashuk, 2018). Moreover, introducing translation strategies directly into L2 learning also helps to improve students' reading comprehension in L2 (Davaribina and Asl, 2017). As concluded by Popescu (2013), the application of translation activities into L2 learning roots in the inherent overlap in language competence, which allows for the interrelated improvement in linguistic knowledge, cognitive competence like planning, monitoring, and execution in reading and writing, as well as communicative abilities such as stylistic fluency, intercultural awareness (Cappelli, 2016;Navidinia et al, 2019).…”

Section: Translation Activities In the Development Of L2 Competencementioning

confidence: 99%

Comparing product quality between translation and paraphrasing: Using NLP-assisted evaluation frameworks

Han

Li²,

Ma³

et al. 2022

Front. Psychol.

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Translation and paraphrasing, as typical forms in second language (L2) communication, have been considered effective learning methods in second language acquisition (SLA). While many studies have investigated their similarities and differences in a process-oriented approach, little attention has been paid to the correlation in product quality between them, probably due to difficulties in assessing the quality of translation and paraphrasing. Current quality evaluation methods tend to be either subjective and one-sided or lack consistency and standardization. To address these limitations, we proposed preliminary evaluation frameworks for translation and paraphrasing by incorporating indices from natural language processing (NLP) tools into teachers’ rating rubrics and further compared the product quality of the two activities. Twenty-nine translators were recruited to perform a translation task (translating from Chinese to English) and a paraphrasing task (paraphrasing in English). Their output products were recorded by key-logging technique and graded by three professional translation teachers by using a 10-point Likert Scale. This rating process adopted rubrics consisting of both holistic and analytical assessments. Besides, indices containing textual features from lexical and syntactic levels were extracted from TAASSC and TAALES. We identified indices that effectively predicted product quality using Pearson’s correlation analysis and combined them with expert evaluation rubrics to establish NLP-assisted evaluation frameworks for translation and paraphrasing. With the help of these frameworks, we found a closely related performance between the two tasks, evidenced by several shared predictive indices in lexical sophistication and strong positive correlations between translated and paraphrased text quality according to all the rating metrics. These similarities suggest a shared language competence and mental strategies in different types of translation activities and perhaps in other forms of language tasks. Meanwhile, we also observed differences in the most salient textual features between translations and paraphrases, mainly due to the different processing costs required by the two tasks. These findings enrich our understanding of the shared ground and divergences in product quality between translation and paraphrasing and shed light on the pedagogical application of translation activities in classroom teaching. Moreover, the proposed evaluation framework can also bring insights into the development of standardized evaluation frameworks in translation and paraphrasing in the future.

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“…In skill-focused translation, translation is employed to target a given communicative skill or sub-skill. The main research object in this area is the impact of translation on learners' reading comprehension (Lee, 2013;Fatollahi, 2016;Davaribina & Asl, 2017). It was established that the introduction of sight translation tasks into regular reading comprehension practice results in a more significant increase in reading comprehension ability of Iranian sophomore students (Fatollahi, 2016).…”

Section: Skills-focused Translationmentioning

confidence: 99%

“…It was established that the introduction of sight translation tasks into regular reading comprehension practice results in a more significant increase in reading comprehension ability of Iranian sophomore students (Fatollahi, 2016). In a study by Davaribina and Asl (2017), translation of selected passages into L1 before completing a reading comprehension task improves reading comprehension ability of Iranian learners of English, demonstrating statistically significant difference from the performance of a control group. An additional issue to consider in this case is the fact that learners received explicit instruction on the basics of the translation strategies of equation, substitution, divergence, convergence, amplification, reduction, diffusion, condensation, and reordering.…”

Section: Skills-focused Translationmentioning

confidence: 99%

“…If the potential of a simulated translation task is to be used to the fullest, it seems reasonable to introduce students to specific translation procedures and transformation that will help them overcome the innate difficulties of crosslinguistic rendering of texts, as can be seen on the example of translation activities implemented by Pavan (2013), Mateo (2015), Davaribina and Asl (2017) or Mahmoud (2018).…”

Section: Simulated Translation In Eltmentioning

confidence: 99%

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Facets of translation in foreign language education: a tentative classification of forms and uses

Liashuk

2019

Journal of Language and Cultural Education

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The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.

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Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

Cited by 3 publications

References 21 publications

Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review

Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review

Comparing product quality between translation and paraphrasing: Using NLP-assisted evaluation frameworks

Facets of translation in foreign language education: a tentative classification of forms and uses

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