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

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 crosso...

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Published in:Journal of Computer Assisted Learning Vol. 36; no. 6; pp. 898 - 909
Main Authors: Gao, Fei, Zhao, Na, Li, Xiumei
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Dec2020
Online Access:View this record in EBSCOhost
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        02664909
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Dec2020
      vid: 36
      iid: 6
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        147049854
        147049854
        147049854
        10.1111/jcal.12443
        147049854
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        atl: Examining students' learning, perceived learning and motivation in social annotation‐based translation activities.
      aug:
        au:
          Gao, Fei
          Zhao, Na
          Li, Xiumei
        affil: Department of Visual Communication and Technology Education, Bowling Green State University, Bowling Green Ohio, USA
      sug:
        subj:
          Learning Methods
          Collaboration
          Motivation
          Students, College Psychosocial Factors
          English as a Second Language
          Translations
          China
          Human
          Female
          Male
          Young Adult
          Crossover Design
          Communication Skills
          Analysis of Variance
          Descriptive Statistics
          Learning Environment
          Multivariate Analysis of Variance
          Female
          Male
      ab: 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 examine the participants' learning and motivation in the social annotation‐supported condition and the traditional instruction condition. The results showed that students received higher scores on their translation work and rated their perceived learning higher when they completed the translation assignments in the social annotation‐support condition than in the traditional instruction condition. In addition, participants reported that they were more motivated when they completed the translation assignments in the social annotation‐supported condition, though participants with different levels of language proficiency might be motivated by different reasons.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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