'Click Next': On the Merits of More Student Autonomy and Less Direct Instruction in CAT Teaching

Autor/inn/en	Nunes Vieira, Lucas; Zhang, Xiaochun; Yu, Guoxing
Titel	'Click Next': On the Merits of More Student Autonomy and Less Direct Instruction in CAT Teaching
Quelle	In: Interpreter and Translator Trainer, 15 (2021) 4, S.411-429 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nunes Vieira, Lucas) ORCID (Yu, Guoxing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2021.1891515
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Translation; Computer Software; Technological Literacy; Eye Movements; Keyboarding (Data Entry); Task Analysis; Personal Autonomy; Computational Linguistics; Second Languages; Language Processing; Masters Programs; Graduate Students; Direct Instruction + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Augenbewegung; Texterfassung; Aufgabenanalyse; Individuelle Autonomie; Linguistics; Computerlinguistik; Second language; Zweitsprache; Sprachverarbeitung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Teaching computer-assisted translation (CAT) can require providing students with direct instructions on how to operate specific CAT tools. As opposed to subjects like translation theories, the teaching of CAT is often expected not only to instigate critical reflection but also to develop students' instrumental software skills. Striking a balance between these two expectations is not always straightforward, however. This article presents an exploratory investigation that attempted to reduce the use of direct instructions in CAT teaching. We used different combinations of eye tracking, keylogging and screen recordings to examine the performance of students with no CAT experience in three autonomous learning tasks. We found that most students were able to complete the tasks with reasonable success despite the lack of direct instructions. We draw on the education literature to discuss the results and call for further research on the role of tool-specific instructions in the teaching of CAT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01