A Case Study of Technology-assisted Language Learning in Enhancing Learners’ Translation Capabilities at BUH during the post-Covid period: Đề tài nghiên cứu khoa học / Nguyễn Quang Nhật, Nguyễn Ngọc Phương Dung

A Case Study of Technology￾assisted Language Learning in

Enhancing Learners’ Translation

Capabilities at BUH during the

post-Covid period

Research paper presented to Faculty of Foreign Languages

Banking University of Ho Chi Minh City

In the fulfillment of Research Activities at the Institutional level

by

NGUYEN NGOC PHUONG DUNG

NGUYEN QUANG NHAT

HCMC, 2022

Word count: 21896

PHUONG DUNG + QUANG NHAT – ABSTRACT

iii

ABSTRACT

This study provided a technology-assisted language learning (TALL)

model to teach a Vietnamese-English Translation module. The study aimed

to (1) provide an in-depth insight into how the TALL model was actually

implemented in a specific scenario, to (2) investigate the effectiveness of the

model towards learners’ translation performance through various

assessments, and to (3) find out how this model could re-orientate learners’

usage of translation strategies. 39 English-majored juniors at Banking

University of Ho Chi Minh City, Vietnam participated in the study during the

second semester of the 2020-2021 academic year. The study implemented

a case-study mixed method design, applying document analysis of one

specific learning scenario, error analysis of learners’ various assessment

activities, and in-depth interviews to clarify how the model enhanced their

translation strategies. Results show that a careful design of the TALL model

not only contributed to the relevant literature on how to implement

technology in actual classroom settings, but also effectively improved

learners’ performance in translation studies.

Keywords: TALL model, translation strategies, students’ performance,

effectiveness.

PHUONG DUNG + QUANG NHAT – TABLE OF CONTENTS

iv

TABLE OF CONTENTS

INTRODUCTION............................................................... 1

Introduction................................................................................ 1

Definitions of key terms ............................................................. 1

Problem statement and rationale of the study ........................... 2

Research objectives .................................................................. 5

Research questions................................................................... 5

Conceptual framework............................................................... 5

Scope of the study..................................................................... 6

Summary ................................................................................... 7

LITERATURE REVIEW .................................................... 8

8

Introduction................................................................................ 8

Translation training .................................................................... 8

Definition of translation training......................................... 8

Translation training............................................................ 9

Translation competence.................................................. 10

Translation strategies...................................................... 12

Translation quality assessment....................................... 14

Translation training in the Vietnamese context................ 18

Translation training at BUH ............................................. 20

Technology-assisted language learning .................................. 22

Definition ......................................................................... 22

PHUONG DUNG + QUANG NHAT – TABLE OF CONTENTS

v

Technology as a mean in translation training.................. 22

Technology-assisted language learning as a mediational

tool in translation training ................................................ 27

Summary ................................................................................. 30

METHODOLOGY............................................................ 31

Introduction.............................................................................. 31

Research design...................................................................... 31

Learning outcomes.......................................................... 33

Course assessments....................................................... 35

Assessment methods and rubrics ................................... 38

Research participants.............................................................. 43

Procedure of the study............................................................. 45

The online platform ......................................................... 45

Pre-class activities .......................................................... 45

In-class activities ............................................................. 45

Post-class activities......................................................... 47

Variables.................................................................................. 48

Independent variable....................................................... 48

Independent variables..................................................... 48

Data instruments and analysis................................................. 48

Document analysis.......................................................... 48

Error analysis .................................................................. 49

Semi-structured interview................................................ 51

PHUONG DUNG + QUANG NHAT – TABLE OF CONTENTS

vi

Trustworthiness and authenticity ............................................. 53

Ethical Issues and Considerations........................................... 54

Summary ................................................................................. 55

RESULTS AND FINDINGS............................................. 56

Introduction.............................................................................. 56

A snapshot of the TALL model ................................................ 56

Learning contents and learning outcomes ...................... 56

Assessment activities...................................................... 59

Learning activities ........................................................... 70

Student’s improved competence through assessments........... 79

Learners’ performance in this specific scenario (N=39) .. 79

Error analysis through assessment tasks........................ 81

Interview results....................................................................... 90

Learners’ mastery of translation strategies...................... 91

Learners’ approach to translate a text............................. 97

Learners’ evaluation of a translated version.................. 100

Conclusion............................................................................. 101

DISCUSSIONS ............................................................. 103

Introduction............................................................................ 103

The TALL model approach is suited in the Vietnamese context

with a well-aligned procedure......................................................... 103

The TALL model approach enhanced learners’ competence to

achieve the expected learning outcomes ....................................... 107

PHUONG DUNG + QUANG NHAT – TABLE OF CONTENTS

vii

The TALL model approach fostered learners’ use of professional

trastrategies ................................................................................... 108

Conclusion............................................................................. 111

CONCLUSION.............................................................. 112

Introduction............................................................................ 112

Key contributions of the research .......................................... 112

Limitations of the study.......................................................... 115

Recommendations for further study....................................... 116

Conclusion............................................................................. 117

REFERENCES ...................................................................................... 119

PHUONG DUNG + QUANG NHAT – LIST OF FIGURES

vii

LIST OF FIGURES

Figure 1-1: Conceptual framework ............................................................. 6

Figure 2-2: Five-step approach to navigate learners’ translation habits ... 13

Figure 3-1: Aligned elements of the research design ............................... 32

Figure 5-1: Translation strategies employed by students ....................... 108

PHUONG DUNG + QUANG NHAT – LIST OF TABLES

vii

LIST OF TABLES

Table 2-1: Translation Rubric ................................................................... 17

Table 3-1: Competences and learning outcomes of the module .............. 33

Table 3-2: Course assessment activities .................................................. 36

Table 3-3: Translation rubric for 4-point assessment tasks ...................... 39

Table 3-4: Translation rubric for peer-assessment ................................... 40

Table 3-5: Translation rubric for self-assessment..................................... 41

Table 3-6: The final test-structure and its constructs................................ 42

Table 3-7: Distribution of participants ....................................................... 44

Table 3-8: Matrix for interviewer selection ................................................ 51

Table 4-1: Learning contents in Module 3 ................................................ 56

Table 4-2: Assessment activities and descriptions ................................... 59

Table 4-3: In-class activities ..................................................................... 73

Table 4-4: Descriptive analysis of participants’ scores ............................. 79

Table 4-5: Frequency of score range........................................................ 80

Table 4-6: Frequencies of lexical errors in the first assessment............... 80

Table 4-7: Error analysis of lexical items .................................................. 82

Table 4-8: Error analysis of syntactic items (N=39).................................. 83

Table 4-9: Examples of error analysis at the lexical and syntactic level ... 84

Table 4-10: Descriptive analysis of translating errors (N=39)................... 87

PHUONG DUNG + QUANG NHAT – CHAPTER 1

1

INTRODUCTION

Introduction

This chapter introduces key term definitions upon which the

foundation of this study was made. Then, it describes the problem

statements and rationale for the study. The next sections highlight research

questions and research objectives. Afterwards, a conceptual background is

presented with an aim to place their relevance to translation training. Finally,

the chapter discusses the scope of the study.

Definitions of key terms

Translation is a linguistic activity at high level to render meaning from

one source language into a target language (Newmark, 1988).

Translation training is a profession-orientated discipline that caters to

the preparation and equipping of trainees for the market.

Technology-assisted language learning (TALL) is a pedagogical

approach in which technologies and technology-assisted platforms (e.g.,

computers, laptops, Ipads, mobile devices, online resources) are exploited

to develop learners’ profound knowledge and language skills via meaningful

practice and real-life exercises.

The TALL model provides a guiding framework for the implementation

of technology into a particular educational context. This study includes a

suggested procedure with various group works and individual activities with

the usage of technology as a mediational tool.

PHUONG DUNG + QUANG NHAT – CHAPTER 1

2

Perceptions are the emotional feelings of the students towards the

implementation of a specific pedagogical method (Bergmann & Sams,

2012). In this study, they are measured by the students’ attitudes towards

the beneficial effects of the suggested model.

Effectiveness is the degree to which an intervention is successful in

producing the desired pedagogical results (Caliskan & Bicen, 2016). In this

context, the effectiveness is measured by academic performance reflecting

the student’s depth of knowledge and skills gained through various

assessments. In addition, effectiveness is also measured by the changes of

learners’ usage of professional translation strategies.

Process-orientated translation is related to the cognitive process,

focusing on the awareness of how a translator produces a translated version

as a result of decision-making and strategy-execution at the three

fundamental loci of comprehension, transfer, and production (Volkova,

2014).

Problem statement and rationale of the study

As English becomes the lingua franca in many professional fields,

competent translators are vital for non-English speaking countries that seek

to integrate economy into the world for social, educational, and economic

achievements (Robert et al., 2017). Hence, there is a high demand for

proficient translators as well as for effective educational methods for

translation subjects (Sanchez, 2017). Vietnam is a country where the

improvement of translation training is undertaken as an integral part of many

PHUONG DUNG + QUANG NHAT – CHAPTER 1

3

faculties of foreign languages, and of translation lecturers' desire to adopt

contemporary active, student-centred methods to enhance learners’

performance (Nguyen et al., 2016). However, Vietnamese translation

lecturers are struggling to adopt educational approaches that can enhance

learners’ independence and autonomy (Pham, 2016). For example, Le et al.

(2012) found that 67% of graduates from eight universities in Ho Chi Minh

City (HCMC) stated their translation programmes did not provide sufficient

skills practice, maintaining that most teachers favoured monotonous

traditional training and offered few real-life activities, whereas the students

still spontaneously adopted word-to-word translation techniques. While 28%

of the participants considered these courses useful for their employability,

others did not feel well-prepared to enter the market after graduation. Hence,

there is a need to change the current situation of translation training in

Vietnam (Do, 2020; Nguyen et al., 2016).

With the increased availability of web-based educational

technologies, some scholars have studied the teaching of translation from

the perspective of computer-aided instructions (Barr, 2012), online platform

(Wang, 2017), and PEnPAL (Vale de Gato et al., 2016). While the research

mentioned demonstrates beneficial effects on teaching translation using

modern technology, there are some limitations, such as the limited

adaptability of online resources with relevant curriculum content. Moreover,

these studies neglected physical in-class interactions to boost collaborative

learning and develop professional competences. Therefore, a better

PHUONG DUNG + QUANG NHAT – CHAPTER 1

4

application of technology in the translation classroom with a more detailed

description of the in-class procedures might be beneficial.

Finally, a review of recent literature reveals some gaps in the TALL

theories (Ha et al., 2019; Mustafa et al., 2019). First, most studies do not

describe what activities are happening outside and inside the classroom and

how actively the participants get involved in the technological-assisted

activities to promote individualised learning. Moreover, it is still difficult to

envision how these activities enable learners to master their skills with

regards to the learning objectives and the course requirements (Akçayır &

Akçayır, 2018). Therefore, a further investigation is needed to clarify how

technological-assisted teaching activities and assessment tasks are aligned

to the course objectives and learning outcomes, in order to enhance test

achievements and skill competency. These are the reasons that strongly

support the conduct of this study.

In summary, this research sought to provide a TALL model with a

detailed description of technological-assisted activities to shed light on how

technology is actually implemented in translation training. The study also

proposed to clarify the extent to which the alignment of learning outcomes,

assessment tasks, and teaching contents enhances learners’ test

achievements and skills competency. Finally, in-depth results with both

quantitative and qualitative evidence were provided in the paper to

demonstrate the benefits of this suggested model from assessment analysis

and semi-structured interviews.

PHUONG DUNG + QUANG NHAT – CHAPTER 1

5

Research objectives

This study aims to:

1. describe how a TALL model is implemented in a translation classroom

setting to ensure that all teaching activities are systematically and coherently

aligned with the expected learning outcomes and assessment tasks.

2. investigate the benefits of the TALL model towards learners’ improvement

in translation competence as measured through their formative and

summative assessments.

3. explore the impacts of the TALL model in enhancing learners’ usage of

professional translation strategies.

Research questions

This study aimed to answer three following questions:

1. How was the TALL model actually implemented to ensure the

alignment between learning activities and learning outcomes, assessments,

and educational theories in one particular scenario?

2. How does this model influence students’ improvement in

translation competence, as measured by error analysis through their

performance in formative and summative assessments?

3. How did the model impact the students’ translation strategies to

solve their assignments?

Conceptual framework

This study was built upon 2 main cores: computer-assisted language

learning and process-orientated training to develop learners’ competency.

Figure 1-1 illustrates this relationship as follows.