Retracted: Examining students' learning, perceived learning and motivation in social annotation‐based translation activities

Abstract

This study was conducted to examine how a collaborative social annotation tool can be used to support collaborative learning in translation instruction for EFL students. Participants were 100 undergraduate students who were English majors in a southeast university in China. An experiment with crossover design was carried out to

Integrating a Game-Based App to Enhance Translation Learners’ Engagement, Motivation, and Performance

“…It can both activate teaching activities and promote the ideals of learning by doing and doing while learning (Clark & Mayer, 2007). Digital learning allows learners to take advantage of the infinite characteristics of the Internet through simple operating tools and thus fulfil their learning needs through online and ubiquitous learning (Clark & Mayer, 2007;Gao et al, 2020;Huffaker & Calvert, 2003). Translator education needs new approaches by using new technology to do translation training in the classroom.…”

“…The translation is necessary for learning a foreign language and investigating the relationship between source and target languages (Grutman, 2019). Translation combines vocabulary with grammar rules (Anderson & Larsen-Freeman, 2011) and is part of the language learning process for undergraduate students majoring in a foreign or second language (Gao et al, 2020). The learning process can enable language learners to comprehend literature written in the target language.…”