در هنگام جستجو کلمه در قسمت عنوان میتوانید کلمات مورد جستجو را با کاراکتر (-) جدا کنید.
کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,E-learning Resources,Learning Outcome,Translation Quality,Traditional References
- چکیده:
- چکیده انگلیسی: Background: This study attempts to understand the importance of applying E-learning resources through evaluating the importance of said-resources in the differences appearing in the translation quality of texts trained to the students through various educational references. Objectives: To achieve the purpose, the study was conducted at Islamic Azad University-Tehran Science and Research branch during the second semester of academic year 2018 - 19. Methods: The evaluation of translation quality of the students who trained translation via traditional references and E-learning resource tools was conducted at the textual level according to the Sager’s general classification for three levels of gravity of errors considering distortion of sense, omission, and minor errors using one way ANCOVA to determine a statistically significant difference in the learner’s outcome through controlling the potential effect of translation pretest. Results: For both traditional and E-learning references in translation training, the scorings of the two translation raters were consistent since the intraclass correlation (α) was 0.933 (> 0.70). The two groups of the study were significantly different from one another via obtaining the mean of 15.51 in the E-learning resources group of the participants in comparison with the mean obtained in the traditional references group which was 13.75 in the early observation of the descriptive statistics. Besides, the P value of 0.001 (< 0.050) retrieved from the result of One-way ANCOVA, represented the significant effect of training translation via applying E-learning in comparison to the traditional referenced training. The significance value of .001, which was smaller than 0.050, indicated the fact that our groups were significantly different. The proof to the claim was given strength from the results of the post hoc test for the dependent variable of the study (translation posttest), in which the means of 15.547 (for the control group) and 16.073 (for the experimental group) in the multiple measurements of P value (0.001) was calculated based on the 95% of confidence interval and standard error of 0.175. Accordingly, the translation training via E-learning resources made a statistically significant difference in the learning outcome of the students, the quality of students’ translation, while controlling the effect of the pretest. Also, the effect size of 0.244 revealed the strength of independent variable as an appropriate numerical value for indicating the efficacy of the treatment-training translation via applying E-learning resources. Conclusions: The consistency of quality assurance in translation could be achievable via E-learning resources; however it is not possible to consider all the resources as the appropriate material within all educational contexts with various instructional designs. Thus, the use of E-learning resources, as the necessary factor in reconfiguring the universities for the future through updated instructional designs should be preserved by the teachers and students regarding the necessary adaptations required in the local contexts of training translation. The research implications are basically referring the stake holders in developing instructional designs to consider the importance of E-learning resources in the training procedures applied by the instructors to provide various courses including translation. However, it is necessary for the policy makers to pave the grounds to settle the required platforms for the use of such resources within educational contexts concerning their applicability in the local context.
- انتشار مقاله: 07-02-1398
- نویسندگان: Mohammad Iman Askari,Mohammad Iman Askari,Mohammad Iman Askari,Mohammad Iman Askari
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: English-Major Students,Methods of Teaching Translation,Translation Courses
- چکیده:
- چکیده انگلیسی: Context: This study was carried out during the second semester of academic year 2017-2018 at the Islamic Azad University of Tehran, North and South branches, aiming at providing a description of the attitudes of English-major students towards the teaching methods in translation courses (TCs). Evidence Acquisition: A multi-item Likert-scale questionnaire was developed based on the principles applied in the three traditional, complex and modern methods of teaching for collecting research data. Cronbach’s alpha was used for estimating the reliability of the items. Besides, experts’ judgment and item analysis were used for the coverage and relevance of content and construct validity, through which a questionnaire with 32 items was developed. The number of participants was determined based on the margin of error (5%) and 95% confidence level for the population size of 140. Accordingly, the required sample size for the study was calculated at 100. The respondents were randomly selected from the population and were homogenized by the results obtained from the Preliminary English Test (PET). The students were at intermediate level of English proficiency with the mean score of 16.18 and standard deviation of 0.31. Results: According to the participants’ viewpoints, although all the methods were common, but modern methods challenged the traditional and complex methods by emphasizing on the necessity of incorporation of the principles for assuring quality and relevance by applying various study resources like e-learning facilities. Conclusions: It is not possible to consider any of the methods as superior, however, it is necessary to further adapt the principles included in any of the three methods to the local and novel needs. In other words, gaining the viewpoints of learners as the final recipients of the methods would be helpful for instructors via enabling them to find out how subtle variations in methods might lead learners to various directions depending on their attitudes and the use of e-learning resources, based on which the necessary adaptations are made in the application of methods.
- انتشار مقاله: 29-02-1397
- نویسندگان: Mohammad Iman Askari,Jahanbakhsh Nikoopour
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: English-Major Students,Translation Courses,Methods,Teaching translation
- چکیده:
- چکیده انگلیسی: The study was intended to provide a description of the attitudes of English-major students towards the teaching methods in translation courses to find out more about the quality and relevance of such methods to students’ needs, concerning the necessary educational resources provided in the methods of teaching. Accordingly, a multi-item Likert-scale questionnaire containing 32 items was developed based on the principles applied in the traditional, complex and modern methods of teaching translation in order to collect the required data for the study. Cronbach’s alpha was administered for estimating the reliability of the items which was .939. Besides, experts’ judgments and item analysis were used for the coverage and relevance of content and construct validity. To collect thedata, 100 questionnaires were distributed among participants to obtain their responses for each item. The responses to the items were stored as numbers. Moreover, the frequency tables were then extracted via descriptive statistics of SPSS software to generate the summary of the participants’ responses to the items, based on which the final data analysis and reports were provided. The results showed that although all the methods were common, the modern methods were the superior to the other methods and emphasized the necessity for further incorporation of teaching principles for assuring the quality and relevance. The results of the study would be helpful for students and instructors in translation studies by enabling them to find out how the features of teaching methods might lead the students with various attitudes in learning how to translate.
- انتشار مقاله: 22-04-1397
- نویسندگان: Mohammad Iman Askari,Mohammad Iman Askari,Mohammad Iman Askari,Mohammad Iman Askari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: English-Major Students,Methods of Teaching Translation,Translation Courses
- چکیده:
- چکیده انگلیسی: As a subset of descriptive studies, the current research focused on learners’ perception of the common teaching methods in translation courses. Accordingly, a multi-item Likert-scale questionnaire with 29 items was developed based on the proposed strategies applied in the three traditional, complex and modern methods of teaching for collecting the research data. Cronbach’s alpha was administered for estimating the reliability of the items. Besides, experts’ judgment and factor analysis were used for the coverage and relevance of content and construct validity. After administering the questionnaire among 100 homogenized participants, the answers were processed into numbers and applied in the final data analysis and reported. In conclusion, although all the methods were common in the educational context, the modern methods resolved the challenges which existed in previous methods and put emphasis on the necessity to provide a combined approach towards the existing principles of teaching translation. The results of the study would be helpful for students and instructors in teaching and translation studies via providing an interdisciplinary perspective in teaching translation and languages based on students’ attitudes towards the teaching methods in translation courses.
- انتشار مقاله: 19-08-1398
- نویسندگان: Mohammad Iman Askari,Jahanbakhsh Nikoopour,Roxana Aminzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: Methods of Teaching Translation,Translation Courses,Translation proficiency development
- چکیده:
- چکیده انگلیسی: The study was aimed at investigating the effectiveness of methods of teaching Translation Courses (TCs) used by Iranian instructors on English-major students’ translation proficiency development. To this end, 156 homogeneous students were selected as the participants to undergo quantitative and qualitative data collection simultaneously through a convergent parallel mixed methods design. The data were collected using a sample language proficiency test (PET), a translation pre- & posttest, the Waddington TQA Ru- bric, and an interview as the instruments of the study. The quantitative data were analyzed using ANCOVA while the qualitative data were extracted through the procedure of content analysis by pin- pointing and condensing meaning units as well as codifying and sorting the commonalities out of the comments extracted from the responses to the interviews. Finally, the two data banks were reported via SPSS software. It was concluded that the modern methods of teaching TCs had a significant effect on students’ translation proficiency, the results of which were confirmed by the qualitative data analysis of the responses in the interview. The research findings contribute to translation studies via providing guide- lines and solutions for the instructors to apply appropriate methods and deal with the challenging aspects of teaching TCs.
- انتشار مقاله: 20-04-1397
- نویسندگان: Mohammad Iman Askari,Jahanbakhsh Nikoopour
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,E-learning Resources,Learning Outcome,Translation Quality,Traditional References
- چکیده:
- چکیده انگلیسی: Background: This study attempts to understand the importance of applying E-learning resources through evaluating the importance of said-resources in the differences appearing in the translation quality of texts trained to the students through various educational references. Objectives: To achieve the purpose, the study was conducted at Islamic Azad University-Tehran Science and Research branch during the second semester of academic year 2018 - 19. Methods: The evaluation of translation quality of the students who trained translation via traditional references and E-learning resource tools was conducted at the textual level according to the Sager’s general classification for three levels of gravity of errors considering distortion of sense, omission, and minor errors using one way ANCOVA to determine a statistically significant difference in the learner’s outcome through controlling the potential effect of translation pretest. Results: For both traditional and E-learning references in translation training, the scorings of the two translation raters were consistent since the intraclass correlation (α) was 0.933 (> 0.70). The two groups of the study were significantly different from one another via obtaining the mean of 15.51 in the E-learning resources group of the participants in comparison with the mean obtained in the traditional references group which was 13.75 in the early observation of the descriptive statistics. Besides, the P value of 0.001 (< 0.050) retrieved from the result of One-way ANCOVA, represented the significant effect of training translation via applying E-learning in comparison to the traditional referenced training. The significance value of .001, which was smaller than 0.050, indicated the fact that our groups were significantly different. The proof to the claim was given strength from the results of the post hoc test for the dependent variable of the study (translation posttest), in which the means of 15.547 (for the control group) and 16.073 (for the experimental group) in the multiple measurements of P value (0.001) was calculated based on the 95% of confidence interval and standard error of 0.175. Accordingly, the translation training via E-learning resources made a statistically significant difference in the learning outcome of the students, the quality of students’ translation, while controlling the effect of the pretest. Also, the effect size of 0.244 revealed the strength of independent variable as an appropriate numerical value for indicating the efficacy of the treatment-training translation via applying E-learning resources. Conclusions: The consistency of quality assurance in translation could be achievable via E-learning resources; however it is not possible to consider all the resources as the appropriate material within all educational contexts with various instructional designs. Thus, the use of E-learning resources, as the necessary factor in reconfiguring the universities for the future through updated instructional designs should be preserved by the teachers and students regarding the necessary adaptations required in the local contexts of training translation. The research implications are basically referring the stake holders in developing instructional designs to consider the importance of E-learning resources in the training procedures applied by the instructors to provide various courses including translation. However, it is necessary for the policy makers to pave the grounds to settle the required platforms for the use of such resources within educational contexts concerning their applicability in the local context.
- انتشار مقاله: 07-02-1398
- نویسندگان: Mohammad Iman Askari,Mohammad Iman Askari,Mohammad Iman Askari,Mohammad Iman Askari
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: English-Major Students,Methods of Teaching Translation,Translation Courses
- چکیده:
- چکیده انگلیسی: Context: This study was carried out during the second semester of academic year 2017-2018 at the Islamic Azad University of Tehran, North and South branches, aiming at providing a description of the attitudes of English-major students towards the teaching methods in translation courses (TCs). Evidence Acquisition: A multi-item Likert-scale questionnaire was developed based on the principles applied in the three traditional, complex and modern methods of teaching for collecting research data. Cronbach’s alpha was used for estimating the reliability of the items. Besides, experts’ judgment and item analysis were used for the coverage and relevance of content and construct validity, through which a questionnaire with 32 items was developed. The number of participants was determined based on the margin of error (5%) and 95% confidence level for the population size of 140. Accordingly, the required sample size for the study was calculated at 100. The respondents were randomly selected from the population and were homogenized by the results obtained from the Preliminary English Test (PET). The students were at intermediate level of English proficiency with the mean score of 16.18 and standard deviation of 0.31. Results: According to the participants’ viewpoints, although all the methods were common, but modern methods challenged the traditional and complex methods by emphasizing on the necessity of incorporation of the principles for assuring quality and relevance by applying various study resources like e-learning facilities. Conclusions: It is not possible to consider any of the methods as superior, however, it is necessary to further adapt the principles included in any of the three methods to the local and novel needs. In other words, gaining the viewpoints of learners as the final recipients of the methods would be helpful for instructors via enabling them to find out how subtle variations in methods might lead learners to various directions depending on their attitudes and the use of e-learning resources, based on which the necessary adaptations are made in the application of methods.
- انتشار مقاله: 29-02-1397
- نویسندگان: Mohammad Iman Askari,Jahanbakhsh Nikoopour
- مشاهده