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

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Interactive Learning Environments Volume 26, Number 7, ISSN 1049-4820

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.

Citation

Zhao, N., Gao, F. & Yang, D. (2018). Examining Student Learning and Perceptions in Social Annotation-Based Translation Activities. Interactive Learning Environments, 26(7), 958-969. Retrieved June 18, 2019 from .

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