The Effects of Web-Based Language Learning on University Students' Translation Proficiency

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Autor/in	Muftah, Muneera
Titel	The Effects of Web-Based Language Learning on University Students' Translation Proficiency
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 5, S.1420-1439 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muftah, Muneera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-05-2022-0173
Schlagwörter	Web Based Instruction; Second Language Learning; Second Language Instruction; Translation; Teaching Methods; Morphemes; Language Processing; Language Usage; Learning Processes; Comparative Analysis; Language Tests; Scores; Gender Differences; Achievement Gains; Instructional Effectiveness; English (Second Language); Language Proficiency; Arabic; Undergraduate Students; Computer Assisted Instruction; Handheld Devices; Telecommunications; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Web Based Training; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Morphem; Sprachverarbeitung; Sprachgebrauch; Learning process; Lernprozess; Language test; Sprachtest; Geschlechterkonflikt; Achievement gain; Leistungssteigerung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Arabisch; Computer based training; Computerunterstützter Unterricht; Telekommunikationstechnik; Ausland; Saudi-Arabien
Abstract	Purpose: Web-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/approach: The 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. Findings: The 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 implications: The 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/value: The 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01