Abstract
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.
Highlights
The KWL plus model is an instructional framework for teachers to provide their students with a systematic approach in reading comprehension [1] and writing process
Part two was whether there were significant differences between males and females, as a traditional translation teaching approach with control group (CG) was compared with KWL plus model of meta-cognitive translation strategies instruction with support of internet-based language laboratory (IBLL) for treatment group (TG)
Males (P=.03) suggested that there was the significant difference between CG and TG in their translation ability after the KWL plus model of meta-cognitive translation strategy instruction with support of IBLL and females (P=.02) suggested that there was a significant difference between CG and TG in their translation ability after the KWL plus model of meta-cognitive translation strategy instruction with support of IBLL
Summary
The KWL plus model is an instructional framework for teachers to provide their students with a systematic approach in reading comprehension [1] and writing process. Meta-cognitive strategies are higher order executive skills that may entail advanced organization, advanced preparation, monitoring and evaluating the success of a learning activity. This article would discuss combining a KWL plus model of meta-cognitive strategy and support of internet-based language laboratory in translation skills and ability instruction. This article was to investigate that 1) Compared with CG, did combining a KWL plus model of meta-cognitive strategy with IBLL support help non-English-majored undergraduate students improve their translation skills? 2) Compared with CG, were there significant differences between male and female undergraduate students? 3) What were responses from undergraduate students in TG to the combined method? This article was to investigate that 1) Compared with CG, did combining a KWL plus model of meta-cognitive strategy with IBLL support help non-English-majored undergraduate students improve their translation skills? 2) Compared with CG, were there significant differences between male and female undergraduate students? 3) What were responses from undergraduate students in TG to the combined method?
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