Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement

Zheng, Yao; Zhong, Qiting; Yu, Shulin; Li, Xiaohui

doi:10.1177/2158244020932536

Cited by 12 publications

(23 citation statements)

References 23 publications

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“…This finding agrees with Moonen (2015) and Y. Zheng et al (2020), who found that participants were enthusiastic and positive in the collaborative process using Google Docs to improve their final products. Similarly, B.…”

Section: Discussionsupporting

confidence: 90%

“…Kim (2013) asserts that few studies have tackled students' engagement cognitively in online platforms, while the majority focused on investigating students' behavioral interactions. Research tackling engagement has focused on investigating the relationship between students' behaviors and their academic achievement (Yu et al, 2018;Y. Zheng et al, 2020).…”

Section: Students' Engagementmentioning

confidence: 99%

“…Y. Zheng, et al (2020) note that students' engagement is a multi-dimensional process in which all aspects interact. Students' feelings impact revision behaviors and cognitive strategies in the feedback process.…”

Section: Students' Engagementmentioning

confidence: 99%

“…In their case study, Y. Zheng et al (2020) explored Chinese undergraduates' engagement with teacher feedback on translation tasks. After analyzing data gathered from students' drafts, observations, interviews, and stimulated recalls, it was found that acceptance of feedback depends on teachers' beliefs and practices and students' individual behavioral and cognitive factors.…”

Section: Engagement In Collaborative Translationmentioning

confidence: 99%

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Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Ali

2021

JITE:Research

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Aim/Purpose: This study investigated the integration of Google Docs in facilitating undergraduate students’ interactional collaboration in an online translation course. The study also explored the engagement patterns that emerge when students use Google Docs and evaluated their experience of using this platform in collaborative translation. Background: Integration of technology in specialized English translation classes has become crucial to empower students with the required skills in the labor market. However, students might perceive specialized translation as a tedious and difficult process and become reluctant to engage in translation classes. Few studies have investigated students’ performance and engagement aspects in online collaborative translation contexts. Methodology: This study employed a mixed-method approach. Multiple sources of data were collected from translation tests, an engagement questionnaire, semi-structured interviews, and students’ interactions on the online platforms. Ninety-three students majoring in business administration were purposefully assigned into a control group and two experimental groups. Throughout six weeks, students in the first experimental group collaborated on translation assignments via discussion forum boards on a Learning Management System (LMS), whereas students in the second experimental group used Google Docs to complete three translation assignments. Control group students completed the same assignments individually. Contribution: This study contributes to the previous body of knowledge in the field of collaborative learning, translation, and educational technology by exploring the effectiveness of using Google Docs in improving students’ collaboration and engagement in a specialized translation course. Findings: One-way ANOVA for the translation post-tests showed a statistically significant improvement in the overall translation performance and translation subskills of the experimental group who used Google Docs compared to the control group and the experimental group who interacted through discussion forums. Descriptive statistics of the engagement questionnaire revealed a significant statistical increase in the Google Docs group’s behavioral, cognitive, and affective engagement. Content analysis of the qualitative data showed that students engaged behaviorally by giving and receiving feedback both at the global and local levels and cognitively through questioning, giving constructive comments, and justifying arguments. Students also engaged effectively and expressed positive feelings when collaborating online. Moreover, students reported the usefulness of using Google Docs in the collaborative translation process and expressed their satisfaction and confidence. Recommendations for Practitioners: Practitioners should use collaborative technological tools to upgrade translators’ skills and increase students’ engagement. Recommendation for Researchers: It is recommended that researchers compare students’ engagement in different learning modalities and explore the relationship between students’ translation competence and their engagement level. Impact on Society: The society of specialized translation will be improved by implementing innovative pedagogical techniques in teaching and training translators. This research can raise awareness of the importance of online tools in exchanging learning experiences inside and outside the academic contexts. Future Research: Future studies should explore the impact of implementing web/computer-based tools in the collaborative translation of different genres and various languages.

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Section: Discussionsupporting

confidence: 90%

Section: Students' Engagementmentioning

confidence: 99%

Section: Students' Engagementmentioning

confidence: 99%

Section: Engagement In Collaborative Translationmentioning

confidence: 99%

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Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Ali

2021

JITE:Research

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“…Pietrzak (2014) presented feedback circulation model within a group of translation students. Zheng, Zhong, Yu and Li (2020) examined the correlation between students' translation competency level and their engagement with the received teacher feedback. Finally yet importantly, Yu, Zhang, Zeng and Lin (2019) dealt with the teacher's strategies for written translation feedback generation and their impact upon students' revision.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Teacher Feedback as a Translation Assessment Tool

Korol

2022

ESPEAP

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This paper analyses the opportunities of digital feedback delivery, its use in the translation classroom, and its application as the tool of active instruction and formative assessment at university level. A mixed research design involved 33 third-year students of Poltava University of Economics and Trade majoring in Translation. They participated in the study voluntarily in the spring term of 2019/2020 academic year. The effectiveness of the digital teacher feedback of different modality was estimated with the help of a questionnaire from two perspectives: students’ behavioral engagement associated with feedback convenience in use for translation revisions and their affective engagement concerning emotional saturation of the suggested type of digital feedback. Students’ preferences were collated with their results in leading sensory channel test and acquired translation competency level. According to the received data, overwhelming 69.7% of undergraduate translators appeared to be digitals as per their leading sensory channel, which had no statistically significant impact on the preferred feedback modality inversely to students’ translation competency level. The observed correlation proved the viability of both suggested digital feedback modalities at different stages of the training process. It was concluded that digital teacher feedback promotes the development of the students’ translation skills in particular and leverages formative assessment practices in the translation classroom in general.

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