Investigating the effectiveness of anonymous online peer feedback in translation technology teaching

Sha, Lu; Wang, Xiangling; Ma, Shuya; Mortimer, Thomas Anthony

doi:10.1080/1750399x.2022.2097984

Cited by 4 publications

(3 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…107 In terms of translation technology competence, training in translation technology may produce better learning results for students who have stronger self-efficacy in their capacity to develop skills. 22 Students with higher self-efficacy may feel less anxious and more confident when completing translation tasks and acquiring translation technology competence. 108 In addition to predicting learning achievements, self-efficacy measures can also be used to predict machine translation performance after launching a statistical machine translation course for translation students for master's degrees.…”

Section: Dovepressmentioning

confidence: 99%

“…Translation and interpreting academics have taken a keen interest in the concept of self-efficacy, a critical construct of cognitive psychology. 21,22 A person's self-confidence, motivation, choice-making, perseverance in the face of challenges, and performance can all be influenced by this fundamental explanatory concept. 23 Self-efficacy is a key component of human agency and self-control, and it affects a person's expectations and commitment to specific tasks.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Critical Thinking on Translation Technology Competence Among College Students: The Chain Mediating Role of Academic Self-Efficacy and Cultural Intelligence

Li¹,

Gao²,

Liao³

2023

PRBM

View full text Add to dashboard Cite

Background: It is increasingly essential for translators to possess a high level of technological proficiency to succeed in their work, as technology is becoming an integral part and common practice of the translation industry. Several previous studies found that critical thinking, academic self-efficacy, and cultural intelligence independently influenced the translation competence of college students. However, the underlying psychological mechanism through which these salient factors affect student translators' technology competence has not been fully explored. Therefore, this research sought to examine the systematic interactions between critical thinking, academic self-efficacy, cultural intelligence, and translation technology competence among college students. Methods: This study adopted an empirical approach to collect data from 663 seniors from 7 colleges in China. The questionnaires of the Critical Thinking Disposition Scale (CTDS), General Academic Self-Efficacy Scale (GASE), Short Form measure of Cultural Intelligence (SFCQ), and Translation Technology Competence Scale (TTCS) were used for the online survey. The quantitative data were investigated by employing descriptive statistics with SPSS 27, covariance-based structural equation modelling with AMOS 24 to test the proposed hypotheses by assessing relationships between observed and latent variables, and bootstrap method with PROCESS 3.5 to examine the mediating effects. Results: Critical thinking, academic self-efficacy, and cultural intelligence were significant predictors of students' translation technology competence. Additionally, academic self-efficacy and cultural intelligence acted as independent and chain mediators in the relationship between critical thinking and student translators' technology competence. Conclusion:The findings provide valuable insight into how psychological factors, including critical thinking, academic self-efficacy, and cultural intelligence, can impact students' competence in translation technology. This study contributes to future research and practices that seek to understand how these psychological factors can be leveraged to promote students' success in translation technologies.

show abstract

Section: Dovepressmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Critical Thinking on Translation Technology Competence Among College Students: The Chain Mediating Role of Academic Self-Efficacy and Cultural Intelligence

Li¹,

Gao²,

Liao³

2023

PRBM

View full text Add to dashboard Cite

show abstract

“…Meanwhile, topics like the technological skill-sets that student translators are required to acquire were often discussed ( Austermühl, 2013 ; Gaspari et al, 2015 ; He and Tao, 2022 ). In terms of how to teach, scholars have delved into designing instructions underlying socio-constructive learning, for instance, simulations ( González Davies and Enríquez Raído, 2016 ; Krüger, 2016 ; Killman, 2018 ; Mellinger, 2018 ), projects ( Guerberof Arenas and Moorkens, 2019 ; Mitchell-Schuitevoerder, 2020 ; He and Tao, 2022 ), learning portfolio empowerment ( Calvo, 2017 ; Rico, 2017 ), the ecosystem of translator workstation ( Mo and Man, 2017 ), autonomous learning ( Shuttleworth, 2017 ; Nunes Vieira et al, 2021 ), cross-module integration ( Doherty and Kenny, 2014 ; Gaspari et al, 2015 ; González Pastor and Rico, 2021 ), and virtual and blended learning ( Rodríguez-Castro, 2018 ; Wang and Wang, 2021 ; Sha et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

Tian

Jia²,

Zhang³

2023

Front. Psychol.

View full text Add to dashboard Cite

IntroductionDespite the growing attention paid to the research of translation technology teaching (TTT), there is still a lack of studies on students’ attitudes and the motivational factors in relation to it. To this end, the paper reports on a questionnaire-based study that describes students’ attitudes towards translation technology (in the Chinese MTI context) and explores its structural relations with translation mindsets and future work self.MethodsData were collected from 108 grade 2021 MTI students of three selected Chinese universities and analyzed using descriptive statistics and structural equation modeling (SEM).ResultsThe results demonstrate that Chinese MTI students’ overall attitudes towards translation technology are slightly positive. So far, they perceive translation technology to be slightly effective for translation and are slightly mindful of it. They are slightly influenced by teachers and still feel inhibited when learning and using it. Furthermore, the results also indicate that growth translation mindsets positively influence students’ attitudes towards the effectiveness of translation technology, teacher influence, exhibition to translation technology, and mindfulness about translation technology, whereas fixed translation mindsets only negatively predict students’ teacher influence. Likewise, future work self-salience positively associates with students’ attitudes towards the effectiveness of translation technology and mindfulness about translation technology, while future work self-elaboration positively relates to students’ exhibition to translation technology. Among them, growth translation mindsets are the strongest predictor for all attitudes components.DiscussionTheoretical and pedagogical implications are also discussed.

show abstract

A systematic review of the key components of online peer feedback practices in higher education

Gao,

Noroozi,

Gulikers

et al. 2024

Educational Research Review

View full text Add to dashboard Cite

Investigating the effectiveness of anonymous online peer feedback in translation technology teaching

Cited by 4 publications

References 52 publications

The Effect of Critical Thinking on Translation Technology Competence Among College Students: The Chain Mediating Role of Academic Self-Efficacy and Cultural Intelligence

The Effect of Critical Thinking on Translation Technology Competence Among College Students: The Chain Mediating Role of Academic Self-Efficacy and Cultural Intelligence

Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

A systematic review of the key components of online peer feedback practices in higher education

Contact Info

Product

Resources

About