A Case Study of Technology-Assisted Flipped Learning in Enhancing Learner Translation Capabilities and Its Mitigated Challenges

Autor/inn/en	Nguyen, Nhat Quang; Lee, Kean Wah; Szabo, Csaba Zoltan; Nguyen, Dung Ngoc Phuong
Titel	A Case Study of Technology-Assisted Flipped Learning in Enhancing Learner Translation Capabilities and Its Mitigated Challenges
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 12 (2022) 1, Artikel 9 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Kean Wah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
Schlagwörter	Case Studies; Flipped Classroom; Translation; Teaching Methods; Undergraduate Students; Vietnamese People; Student Attitudes; Second Language Learning; Second Language Instruction; Foreign Countries; Educational Benefits; Language Processing; English (Second Language); Banking; Technology Uses in Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bildungsertrag; Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Bankgeschäft; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This study presents a flipped classroom approach tailored to provide dynamic instructional learning of one translation module in Vietnam. The model took consideration of relevant factors of activity theory (instruments, rules, community, and division of labour) to (1) investigate how it could re-orientate learners' translation habits and (2) find out the mitigated challenges encountered by Vietnamese learners. Thirty-nine junior students at a public university in Vietnam participated in the study. The research implemented a case study design, using semi-structured interviews to examine in depth the benefits of this flipped setting and its actual challenges. The collected findings revealed that this approach could not only bridge the gaps in the relevant literature of flipped learning, but also could improve learners' habits to use appropriate translation strategies. Finally, challenges faced by learners during the implementation were minimised, thanks to the systematic structure of the flipped classroom procedure and activity theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11