Document Type

Article

Publication Date

10-2018

DOI

http://dx.doi.org/10.1080/10494820.2017.1421564

Abstract

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.

Copyright Statement

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

Available for download on Wednesday, April 01, 2020

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