Examining Student Learning and Perceptions in Social Annotation-Based Translation Activities

Na Zhao, Fei Gao, Dazhi Yang

Research output: Contribution to journalArticlepeer-review

10 Scopus citations
2 Downloads (Pure)

Abstract

Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the effects of using a social annotation tool to encourage student interaction during translation activities. The results showed that students made greater improvement when they completed the translation assignments with the support of a social annotation tool than when they completed the assignments in the traditional way. In addition, students had a positive attitude toward the use of the social annotation tool.

Original languageAmerican English
Pages (from-to)958-969
Number of pages12
JournalInteractive Learning Environments
Volume26
Issue number7
DOIs
StatePublished - Oct 2018

Keywords

  • collaborative learning
  • EFL
  • instructional technology
  • Social annotation
  • translation instruction

EGS Disciplines

  • Instructional Media Design

Fingerprint

Dive into the research topics of 'Examining Student Learning and Perceptions in Social Annotation-Based Translation Activities'. Together they form a unique fingerprint.

Cite this