Effects and Students' Perspectives of Blended Learning on English into Arabic Translation

Autor/inn/en	Ahmed, Abdelhamid; Ibrahim, Ahmed Fathy
Titel	Effects and Students' Perspectives of Blended Learning on English into Arabic Translation
Quelle	In: Arab Journal of Applied Linguistics, 4 (2019) 1, S.50-80 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	Foreign Countries; Student Attitudes; Blended Learning; Translation; Teaching Methods; Educational Benefits; English (Second Language); Comparative Analysis; Program Effectiveness; Semitic Languages; Second Language Learning; Second Language Instruction; Secondary School Students; Check Lists; Language Tests; Egypt + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Checkliste; Language test; Sprachtest; Ägypten
Abstract	Translation constitutes a problem for many students worldwide and Arab students in particular due to the ineffective approaches to the teaching of translation. The current study aimed at measuring the effect of a proposed blended learning programme on developing Egyptian secondary students' translation skills from English into Arabic; and exploring students' perspectives on this proposed programme. Social constructivism informs this study as its theoretical framework. This study adopted a mixed-methods research design with quasi-experimental research design and semi-structured interviews. Participants were divided into experimental and control groups, with 20 students each. Results showed that the blended learning programme proved significantly more effective in developing the translation skills of the experimental group students. Moreover, students' perspectives on the benefits and challenges of using the blended learning programme were reported. Theoretical and pedagogical implications for the teaching of translation using blended learning are provided. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01