Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Iman Oraif,Tariq Elyas

doi:10.3390/electronics10222846

Iman Oraif, Tariq Elyas

Open Access

https://doi.org/10.3390/electronics10222846

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Abstract

Social distancing became a must during the pandemic, which not only had implications for people’s social lives, but also for their learning. Collaborative work was almost impossible, especially in the classroom, despite a great need for this approach. For example, in their translation classes, the learners needed to collaborate with their peers, assisting each other in translating texts. Thus, the use of breakout groups is proposed in this study, although there is no guarantee that learners will accept this online approach. Consequently, the current research looks at learners’ acceptance of breakout groups on Blackboard in a translation class. To examine their acceptance, an existing scale was used, developed by Davis (1989) to measure two factors of technology acceptance: perceived usefulness and ease of use. A sample of 54 students on a Translation course at Al-Imam Mohammed Ibn Saud Islamic University in Riyadh, Saudi Arabia, participated in this study. The results show that the learners found breakout groups on Blackboard to be useful and easy to use.

Highlights

Carlos Alario-Hoyos, Collaboration between learners may be noted throughout the literature as having a positive impact on learning
All learning was transferred online, with classes continuing in various online environments, known as virtual learning environments (VLEs), wherein learners could only collaborate via the virtual world
The present study explored the extent to which learners in a translation class find breakout groups on Blackboard useful and easy to use for working collaboratively in an online environment

Summary

Introduction

Carlos Alario-Hoyos, Collaboration between learners may be noted throughout the literature as having a positive impact on learning. This is especially the case on courses that involve a high level of thinking and problem-solving skills [1] such as translation courses. In these instances, learners may prefer to collaborate traditionally by meeting face to face, but due to the pandemic, this was not possible. This is a learning management system (LMS)

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Conclusion