Improving Student Academic Emotions and Learning Satisfaction in Lectures in a Foreign Language with Speech-Enabled Language Translation Technology

Autor/inn/en	Shadiev, Rustam; Huang, Yueh Min
Titel	Improving Student Academic Emotions and Learning Satisfaction in Lectures in a Foreign Language with Speech-Enabled Language Translation Technology
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 3, S.202-213 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shadiev, Rustam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Translation; Student Attitudes; Second Language Learning; Second Language Instruction; Comparative Analysis; English (Second Language); Language of Instruction; Linguistic Competence; Speech Communication; Undergraduate Students; Language Proficiency; Language Aptitude; Technology Integration; Language Processing; Mandarin Chinese; Native Language; Teaching Methods; Lecture Method; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Sprachkompetenz; Language skill; Language skills; Sprachbegabung; Spracheignung; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Some students are unable to fully comprehend lecture content delivered in English as a medium of instruction (EMI) because of their low linguistic competence. This negatively impacts their academic emotions and learning satisfaction. Speech-enabled language translation (SELT) technology was applied in this study to simultaneously translate lecture content from English into native language of students and show translated text to students. This study investigated the effectiveness of a SELT application on perceived academic emotions and learning satisfaction of students attending lectures in EMI. Thirty-three university students participated, and perceived academic emotions and learning satisfaction were measured and compared across two groups of students: low language ability (LLA), and high language ability (HLA). The level of perceived academic emotions of LLA students was low before lectures but high during and after lectures. HLA students perceived high levels of academic emotions before lectures and low during and after lectures. LLA students' level of learning satisfaction was much better in comparison to HLA students. The results suggest that SELT technology is beneficial for learning for LLA students. Therefore, educators and researchers may apply SELT technology to EMI lectures in order to facilitate LLA students levels of perceived academic emotions and learning satisfaction. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01