Effectiveness of ESL Students' Performance by Computational Assessment and Role of Reading Strategies in Courseware-Implemented Business Translation Tasks

Autor/in	Tsai, Shu-Chiao
Titel	Effectiveness of ESL Students' Performance by Computational Assessment and Role of Reading Strategies in Courseware-Implemented Business Translation Tasks
Quelle	In: Computer Assisted Language Learning, 30 (2017) 6, S.474-487 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Shu-Chiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2017.1313744
Schlagwörter	Foreign Countries; College Students; Technical Institutes; Second Language Learning; English (Second Language); Translation; Reading Strategies; Elective Courses; Courseware; Business; Questionnaires; Student Evaluation; Program Effectiveness; Outcomes of Education; Writing Improvement; Statistical Analysis; Language Proficiency; Metacognition; Thinking Skills; Task Analysis; English for Special Purposes; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Technische Fakultät; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Reading strategy; Leselernstufe; Lesetechnik; Elective course; Wahlkurs; Lernsoftware; Business studies; Wirtschaft; Betriebswirtschaft; Fragebogen; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Statistische Analyse; Language skill; Language skills; Sprachkompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Aufgabenanalyse
Abstract	This study reports on investigating students' English translation performance and their use of reading strategies in an elective English writing course offered to senior students of English as a Foreign Language for 100 minutes per week for 12 weeks. A courseware-implemented instruction combined with a task-based learning approach was adopted. Based on the same source texts in Chinese, students were asked to complete three English translation tasks rooted in real-life business contexts: "announcements," "sales letters," and "public relation reports." A questionnaire about reading strategies was administered at the end of the instruction. Two types of computational assessment were used to evaluate students' translation performance. The results indicated that students' post-translation was quantitatively and qualitatively improved after receiving 12-week's courseware-implemented instruction, such as writing more words, using more different words of high level, enhancing lexical density, and making fewer errors. An independent sample t-test analysis indicated that a significant difference existed between students with higher and lower writing proficiency in two individual reading strategies related to metacognitive strategies that are higher order executive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01