Using E-Poling of MCQs for Developing Non English Specialized Students’ Educational Terms Translation Skills and their Attitudes Towards Translation
| المصدر: | مجلة الدراسات التربوية والإنسانية |
|---|---|
| الناشر: | جامعة دمنهور - كلية التربية |
| المؤلف الرئيسي: | محمد، حجاج محمد حجاج (Author) |
| المؤلف الرئيسي (الإنجليزية): | Haggag, Haggag Mohamed |
| المجلد/العدد: | مج8, ع4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2016
|
| الصفحات: | 381 - 404 |
| DOI: |
10.21608/JEHS.2016.97284 |
| ISSN: |
2090-7885 |
| رقم MD: | 1110607 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex, EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Polling | Multiple Choice Questions MCQ | Translation
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
This study aims at identifying the effect of using e-polling of Multiple Choice Questions (MCQs) in the field of translation in developing non-English specialized students’ educational terms translation skills. The study follows the one-group quasi experimental design. Participants of the study were (37) non-English specialized graduates at Hurghada Faculty of Education, South Valley University in Egypt. The study utilizes five instruments: the first is An Educational Terms’ Translation Skills Questionnaire, a Translation Module based on Multiple Choice Questions MCQ, Translation Skills Online Test, An Attitude Scale towards Translation, and a Reflective Journal. Results of the study showed that using e-polling of MCQs developed the translation skills of the participants. Participants showed a high performance in translating the educational terms in the post testing (sig 0.01). Results also showed that there is a positive relation between developing the translation skills and attitudes towards translation (sig 0.01). These mean differences between the pre and post tests were attributed to the effect of the MCQ module instructed to the participants. The study recommends using polling as a technique in translation course design and assessment. The study’s implications for course designers, students and teachers are discussed. |
|---|---|
| ISSN: |
2090-7885 |
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