Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the effects of using a social annotation tool to encourage student interaction during translation activities. The results showed that students made greater improvement when they completed the translation assignments with the support of a social annotation tool than when they completed the assignments in the traditional way. In addition, students had a positive attitude toward the use of the social annotation tool.
This is an Accepted Manuscript of an article published by Routledge, an imprint of Taylor & Francis Group, in Interactive Learning Environments on October 2018, available online at doi: 10.1080/10494820.2017.1421564
Zhao, Na; Gao, Fei; and Yang, Dazhi. (2018). "Examining Student Learning and Perceptions in Social Annotation-Based Translation Activities". Interactive Learning Environments, 26(7), 958-969.
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