scholarly journals Wireless Network Access and Emotion Recognition of Online English Translation Teaching System from the Perspective of Artificial Intelligence

2022 ◽  
Vol 2022 ◽  
pp. 1-17
Author(s):  
Yonglan Li ◽  
Wen Shu

The research is aimed at verifying the application effect of the online automatic evaluation system in English translation teaching and at understanding the satisfaction of students with different feedback methods. The research uses three classes of human resource management majors in Xi’an Technological University as the research object and uses questionnaire survey and comparative experiment methods to compare and analyse the three feedback methods: teacher feedback, online automatic feedback, and teacher feedback combined with online automatic feedback. The research answers the following three questions: (1) will the three feedback methods affect students’ English translation performance? (2) Which of the three feedback methods will improve students’ English performance better? (3) What about students’ satisfaction with current feedback methods? The research results show that the significance value between the control group (CG) and the experimental group 1 (EG1) is 0.029, that between CG and the experimental group 2 (EG2) is 0.432, and that between EG1 and EG2 is 0.001. There are obvious differences in the posttest scores of the three groups of students. EG2 has the largest average posttest score, which is 9.8182; there is no obvious difference in posttest translation scores between CG and EG2. It indicates that “teacher feedback + online automatic feedback” and teacher feedback have the equivalent effect on improving students’ translation. The results of the questionnaire survey show that students have the highest degree of recognition of “teacher feedback + online automatic feedback.” The research is helpful for teachers to better understand the shortcomings in the translation teaching process, so that they can take effective measures against these problems in the follow-up teaching process to improve their teaching effect.

2016 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Taufiqulloh Yuvita Imam Yuliarto

A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the  academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude,  utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay writing


2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Xinrong Shan

As a part of vocabulary learning, the idiom is an important part of language teaching. This study is to investigate whether conceptual metaphor can promote idioms’ teaching and learning or not. In the course of study, we make use of a combination of qualitative and quantitative analysis, collecting data through the questionnaire survey and do experiments in teaching and learning idioms. We get the conclusion: the T value of the experimental group and the control group is p<0.05, the pre-test and post-test values is p<0.05. It is feasible to apply the conceptual metaphor in idiom teaching and learning.


2019 ◽  
Vol 8 (2) ◽  
pp. 291-309 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven

Abstract The present study investigates the effect of prosodic feature awareness training on the intelligibility of speech produced by Iranian interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level. Participants took a pretest of speaking skills before starting the program so that their speech intelligibility level was rated. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody. Students then took a posttest in speaking skills so that the effect of treatment on the intelligibility of their speech could be assessed. The results show that the prosody awareness training significantly improved the students’ speech intelligibility.


2017 ◽  
Vol 10 (10) ◽  
pp. 153
Author(s):  
Xiaoling Yang

This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved by strategy training? Two groups of subjects from non-English majors participated in the experiment and questionnaire survey. Experimental group received training on reading strategies while control group didn’t. By comparing the results of the pretest and posttest of the two groups, the effectiveness of strategy training was examined. The results of data analysis indicated that both efficient and non-efficient readers use strategies to facilitate their reading and there was no significant difference between them with regard to strategy use in general, but some strategies were especially favored by the efficient readers and that reading competence could be improved by strategy training.


2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Wanfang Zhang ◽  
Hexiao Yin

With the development of social economy, English is still the main language of global communication, and China’s demand for English translators is also higher and higher. In college education, English translation is a very popular and important subject. Although the teaching mode is constantly changing, it still lags behind the speed of social and economic development. Traditional English translation teaching has many disadvantages in teaching theory and methods. This paper discusses the problems existing in translation teaching for English majors and then puts forward a new teaching mode of educational multiattitude resources, to really improve the quality of translation teaching for English majors. The resource pool of cloud computing is composed of a large number of resource nodes with different performances, but as the number of users gradually grows, the demand also increases. How to efficiently allocate large-scale cloud tasks to limited resource nodes and to achieve load balancing is an important issue that needs to be studied in cloud computing. This paper first uses the literature method, in-depth study of the theoretical development, and application bottleneck of education multiposture teaching mode at the same time to understand the problems existing in the current English translation teaching and design a new teaching mode for experimental application research and finally analyzes the comparison of the English translation ability of the control group and the experimental group without teaching method. After a period of experiment, the average score of the control group is 70.53, and the average score of the experimental group is 75.89. It can be seen that the average score of the experimental group is about 5 points higher than that of the control group; this shows that the intelligent optimization algorithm of cloud computing is combined with translation teaching that can improve the students’ overall English translation level to a certain extent and is more conducive to the students’ comprehensive mastery of knowledge.


2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Nguyen Thi Nien Hoa ◽  
Trinh Quoc Lap

<p>Online written corrective feedback via Google Docs, in recent years, has been used and brought about positive outcomes in different teaching contexts. In this light, this study was conducted to examine the different effects between teacher feedback using Google Docs and the combined peer feedback and teacher feedback using Google Docs on EFL high school students’ performance in writing paragraphs. The study also attempted to gain insights into students’ attitudes towards the effect of peer feedback and teacher feedback using Google Docs on their paragraph writing. In this study, a mixed research method was employed; both quantitative and qualitative data were collected. Twenty two grade 11 students in a high school in the Mekong Delta of Vietnam were selected as participants. They were assigned to two groups of treatment: the experimental group, receiving both peer feedback and teacher feedback using Google Docs and the control group who only received teacher feedback using Google Docs. Participants completed two writing tasks; each of them included first draft, second draft and final draft. Prior to the study, students from the experimental group received a face-to-face training on giving peer feedback. Data were collected from six drafts of two writing tasks, three drafts for one task, and interviews at the end of the study. Results indicated that participants who received teacher feedback in the control group performed their paragraph writing better than those receiving both peer feedback and teacher feedback using Google Docs in the experimental group after the study. Also, participants in both groups improved their writing performance in their revised drafts. From the interviews, results showed participants’ positive attitudes towards the impact of peer feedback and teacher feedback using Google Docs on their paragraph writing. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>


2019 ◽  
pp. 107-116
Author(s):  
Layoung Hwang ◽  
Moon Song ◽  
Yoonsuk Lee ◽  
Tae Min Shin ◽  

Middle ear barotrauma (MEB), one of the side effects of hyperbaric oxygen (HBO2) therapy, sometimes cannot be directly diagnosed during the therapy itself. Instead, its incidence and degree are judged based on subjective statements made by patients when in conversation with medical staff regarding how they feel. To prevent MEB in practice it is proposed that the tympanic membrane evaluation system and automatic control chamber developed in a previous study be applied as part of a prevention algorithm [16]. The proposed algorithm, which determines and equalizes the unbalanced pressure of a subject based on their tympanic admittance, was evaluated in conjunction with conventional HBO2 therapy in an experiment involving 100 subjects. Among the 50 subjects in the control group who received HBO2 therapy 16 subjects experienced MEB. In contrast, the experimental group of 50 subjects were treated with a hyperbaric chamber protocol incorporating the automatic control system and proposed algorithm. At the conclusion of the treatment, no subjects exhibited middle ear barotrauma. In the case of the control group, while the target pressure was achieved, middle ear barotrauma still occurred. However, in the case of the experimental group, the pressure inside the chamber was adjusted as per the algorithm, which allowed the target pressure for every subject to be achieved without experiencing MEB. When a particular subject was unable to perform any pressure equalization method such as swallowing or the Valsalva maneuver, the chamber was not pressurized based on the tympanic admittance and thus no MEB occurred.


2017 ◽  
Vol 10 (9) ◽  
pp. 152
Author(s):  
Ahmet Kara

The purpose of this study was to determine the effect of visual element and technology supported teaching upon perceived instructor behaviors by pre-service teachers. In accordance with this purpose, whereas the lessons were lectured without benefiting from visual elements and technology in a traditional way with the students included in the control group, in the experimental group, the lessons were lectured using visual elements and technology (PowerPoint, video, etc.) with the pre-service teachers included. In this research that was carried out using an experimental method, “Perceived Instructor Behaviors Scale” developed by Kara, İzci, Köksalan and Zelyurt (2015) was used as pre-application and post-application. According to the findings, visual elements and technology-assisted teaching caused pre-service teachers to perceive their instructors as calmer, more adequate and authoritative. When the probable negative effects of an authoritative instructor upon the students were considered, should sufficient and calm perception of the instructor be supported or should calmness and sufficiency of the instructor be preferred by avoiding technology-assisted teaching which makes the teaching process mechanic?


2019 ◽  
Vol 77 (5) ◽  
pp. 650-666
Author(s):  
Saiful Saiful ◽  
Wardani Dwi Wihastyanang ◽  
Gunadi Harry Sulistyo ◽  
Nur Mukminatien

This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students’ writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students’ writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students’ writing performance in pre-test and posttest as well as the results of questionnaire on the students’ perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores. The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback. Keywords: teacher feedback, peer feedback, Schoology, students’ writing performance.


2020 ◽  
Vol 10 (10) ◽  
pp. 280
Author(s):  
Justin Dunn ◽  
Umesh Ramnarain

This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directed pedagogy while the experimental group used simulations in inquiry-based learning as an intervention to enhance their understanding of atomic and molecular structures. Data were collected by means of conceptual tests, a questionnaire survey, and individual interviews. A statistical analysis of quantitative data gleaned from the post-test showed that the learners in the experimental group performed better than the control group learners. This reflects that the interactive simulations using in an inquiry activity impacted more favorably on the conceptual understanding of learners compared to a teacher-directed approach. The results of the questionnaire survey indicated that learners in the experimental class had a positive experience of using the simulations. They recognized that the simulations enhanced their visualization of abstract concepts, and they reflected on their efficacy in manipulating the simulation.


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