Predicting Student Translators' Performance in Machine Translation Post-Editing: Interplay of Self-Regulation, Critical Thinking, and Motivation

Autor/inn/en	Yang, Yanxia; Wang, Xiangling
Titel	Predicting Student Translators' Performance in Machine Translation Post-Editing: Interplay of Self-Regulation, Critical Thinking, and Motivation
Quelle	In: Interactive Learning Environments, 31 (2023) 1, S.340-354 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yanxia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1786407
Schlagwörter	Translation; Computational Linguistics; Second Languages; Language Usage; Language Processing; Metacognition; Critical Thinking; Student Motivation; Student Attitudes; Individual Differences; Language Tests; Editing; Teaching Methods; Learning Processes; Computer Software; Undergraduate Students; Majors (Students); Foreign Countries; College Second Language Programs; Correlation; China + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Second language; Zweitsprache; Sprachgebrauch; Sprachverarbeitung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritisches Denken; Schulische Motivation; Schülerverhalten; Individueller Unterschied; Language test; Sprachtest; Redaktion; Textbearbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Korrelation
Abstract	Machine translation post-editing (MTPE) has become a common practice in translation industry, which calls much attention in academia. However, little research has been carried out to investigate students' cognitive and motivational individual differences in MTPE. The purpose of the present study was to examine the predictive effects of self-regulation, critical thinking, and motivation on students' MTPE performance. Self-reported data was collected from 109 student translators before and after the post-editing test. Partial least squares structural equation modeling (PLS-SEM) was employed to calculate the data. The findings indicated that self-regulation exerted a direct and positive effect on MTPE performance ([beta] = 0.48, p < 0.001) and was further statistically affected by critical thinking ([beta] = 0.46, p < 0.001) and motivation ([beta] = 0.43, p < 0.001). However, no significant effects were found either from motivation or critical thinking on MTPE performance. To train students with heightened levels of self-regulation is crucial in MTPE teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01