The study was intended to provide a description of the attitudes of English-major students towards the teaching methods in translation courses to find out more about the quality and relevance of such methods to students’ needs, concerning the necessary educational resources provided in the methods of teaching. Accordingly, a multi-item Likert-scale questionnaire containing 32 items was developed based on the principles applied in the traditional, complex and modern methods of teaching translation in order to collect the required data for the study. Cronbach’s alpha was administered for estimating the reliability of the items which was .939. Besides, experts’ judgments and item analysis were used for the coverage and relevance of content and construct validity. To collect thedata, 100 questionnaires were distributed among participants to obtain their responses for each item. The responses to the items were stored as numbers. Moreover, the frequency tables were then extracted via descriptive statistics of SPSS software to generate the summary of the participants’ responses to the items, based on which the final data analysis and reports were provided. The results showed that although all the methods were common, the modern methods were the superior to the other methods and emphasized the necessity for further incorporation of teaching principles for assuring the quality and relevance. The results of the study would be helpful for students and instructors in translation studies by enabling them to find out how the features of teaching methods might lead the students with various attitudes in learning how to translate. پرونده مقاله

This research investigated the perceptions of Iranian EFL students regarding the use of Computer-Assisted Translation (CAT) tools and explored the aspects the tools that contributed to their proficiency development. An exploratory-descriptive qualitative design was adopted to fulfil the objectives of the study by concerning a focus-group interview and a self-report questionnaire for which a total number of 112 students majoring in translation studies were purposively selected. The participants, enrolled in translation programs at various universities across Iran, represented diverse backgrounds, language pairs, and levels of experience. The study commenced with focus group interviews with a subset of participants to gather in-depth insights into their experiences and attitudes towards CAT tools. Thematic analysis was applied to analyze the data collected from the interviews. With reference to the data gathered through the interviews, an adapted thematic-based Likert scale questionnaire was applied to assess participants' perceptions of CAT tools considering usage patterns, perceived benefits and challenges. The questionnaire was cross-validated according to the first phase data analysis using Cronbach’s Alpha. The findings revealed that students held a generally positive perception of CAT tools, recognizing their potential in enhancing translation proficiency development. CAT tools were identified as effective tools for increasing productivity and efficiency, ensuring improved consistency in translations, saving time and costs, enhancing quality assurance, and facilitating collaboration and teamwork. The study suggested pedagogical implications for translation education via integrating CAT tool training into the curriculum for a better preparation of the students to meet their proficient and professional demands. پرونده مقاله

The study was intended to provide a description of the attitudes of English-major studentstowards the teaching methods in translation courses to find out more about the relevance andquality of methods to the students’ needs, concerning the necessary educational resourcesprovided in the methods of teaching. Accordingly, a multi-item Likert-scale questionnairecontaining 32 items was developed based on the principles applied in the three traditional,complex and modern methods of teaching for collecting the research data. Cronbach’s alphawas administered for estimating the reliability of the items. Besides, experts’ judgment anditem analysis were used for the coverage and relevance of content and construct validity. Tocollect the research’s data, 100 questionnaires were distributed among 100 homogenizedparticipants to provide their responses for each item. The data were analyzed via SPSSsoftware, in which each of the participants and items had one row and column, respectively.The responses to the items were stored as numbers from 1 to 5 according to the Likert-scales.Besides, value labels were used to ascribe text labels to the numbers. Moreover, the frequencytables were then extracted via descriptive statistics of SPSS software to generate the summaryof the participants’ responses to the items, based on which the final data analysis and reportswere provided. As a result, although all the methods were common, but the modern methodschallenged the previous methods and emphasized the necessity for further incorporation of theexisting principles for assuring the quality and relevance. The results of the study would behelpful for students and instructors in teaching languages and translation studies via enablingthem to find out how subtle variations in methods might lead the learners to the variousdirections depending on their various attitudes. پرونده مقاله

Due to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. Perhaps the best academic resources to explore about the issue are translation-oriented courses taught through typical teaching strategies in academic English programs. The issue led to reinforcement of considering pedagogical translanguaging within English Language Teaching (ELT) context among EFL learners who attend the related courses of the ELT programs focusing on translation skills. Thus, a sequential explanatory mixed design was selected to study the possible transformation resulted by translanguaging among EFL learners and teachers in the current study. As the pedagogical implications of the study, it is possible to declare that translanguaging within EFL context is considered as an influential strategy in helping teachers and learners to benefit from bilingual capacities in providing and understanding the content of courses. The issue also emphasizes on the transformational shift among the scholars and experts of the EFL context to have a new look over the role of translation, as an interactive code-switching procedure between First Language (L1) and Second Language (L2), which is not banning the language learners’ linguistic repertoire application. پرونده مقاله

The current study investigated Persian-English translations conducted by a human translator and a machine translator. The researchers employed House’s Translation Quality Assessment (TQA) model to evaluate the differences between the two translated works. Accordingly, they had the Persian texts translated by a human translator and Google Machine Translator (GMT). The translation quality, error recognition, and mismatches of the two translations were subsequently analyzed. The results showed a one-to-one match between the source and target texts regarding the human translator’s work. Furthermore, the results revealed both overt and covert errors when comparing the human and machine translators. The error analysis results also suggested that the quality of the output provided by the GMT can cause misunderstanding in the meaning. Academic texts could mean different in various contexts. Hence, it is necessary to consider human interferences when dealing with the genre of the academic text. پرونده مقاله

The study was an attempt to investigate the comparative effect of Information Gap Tasks on Impulsive and Reflective EFL Learners’ Reading Comprehension. 60 male and female EFL learners were selected out of an initial 100 intermediate learners based on their performance on a piloted of PET test took part in the study. The participants were divided into two homogenous groups in terms of language proficiency with 25 reflective and 35 impulsive learners in each. These two groups were randomly assigned as the impulsive and reflective learners based on the result of Eysenck Personality Questionnaire Revised. All the participants in two groups received a teacher-made multiple-choice test of reading comprehension which was administered at the outset. The learners in the two instructional groups received the same test as the posttest. Both groups were taught by the same teacher and they used the same course book. They received the same hours of instruction and teaching aids in the same physical environment; therefore, the most significant point of departure in the two experimental groups in the present study was their personality style. The findings of this study revealed that the participants’ reading comprehension improved significantly among the reflective group compared to the impulsive group. Meanwhile, the more reflective EFL learners were, the more meta-cognitively aware they were of reading strategy use.Reflective learners reported a significantly higher reading scores compared to the impulsive learners following the instruction. The findings could be used by EFL teachers and syllabus designers to develop efficient vocabulary teaching procedures. پرونده مقاله

This study tried to explore the impact of online instruction on Iranian EFL learners' reading comprehension. To this end, 60 language learners were chosen via convenience sampling from among a pool of 100 language learners. To achieve homogeneity among the participants, Oxford Placement Test was administered. Then, the participants were randomly assigned to two experimental vs. control groups randomly. The experimental group was treated in the telegram environment under online instruction. The control group, however, was taught through traditional method of teaching reading comprehension. Two instruments were employed in this study: reading comprehension test (pretest and posttest) and attitude questionnaire (pretest and posttest). As the result of this study show, online instruction has significant effects on both Iranian EFL learners' reading comprehension and attitude. This finding is helpful for language teachers and material developers, in a way that they should focus on the role of new technologies in the processes of language learning and teaching. پرونده مقاله