Integrative Methodology of Teaching Translation and Interpreting

Аликина, Е В; Кушнина, Л В; Naugolnykh, A.Yu.; Falko, Kirill I.

doi:10.1007/978-3-030-11473-2_27

Cited by 1 publication

(2 citation statements)

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“…With regard to translation in the context of EFL learning, many researchers have claimed that using an integrative method of teaching translation is the best strategy for teaching and learning English (Almahasees and Qassem, 2021;Alikina et al, 2019;Gibar, 2018;Gavrilenko, 2018). The global education system reinforced the use of ICT in language classes, therefore; many teachers and educators have integrated technology, including the World Wide Web (WWW), into their teaching (Asad et al, 2021;Xu and Tsai, 2021;Fu, 2013).…”

Section: Empirical Studies On Web-based Translation Learningmentioning

confidence: 99%

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The effects of web-based language learning on university students' translation proficiency

Muftah

2022

JARHE

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PurposeWeb-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.Design/methodology/approachThe study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.FindingsThe findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.Practical implicationsThe findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.Originality/valueThe findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

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