Successful Translation Students’ Use of Dictionaries

Dictionaries of all types are an indispensable tool for both professional and trainee translators. However, the literature on trainee translators indicates that the skills associated with dictionary use have not been given the required attention. Knowing which dictionaries to use and how to use them efficiently when engaged in the translation process are significant aspects of translation pedagogy. In fact, facilitating the development of effective dictionary use helps develop translation competence in general. Therefore, the present article reports on a qualitative case study of successful translation students’ usage of and preferences for various types of dictionaries. The results show that successful trainee translators use dictionaries to locate synonyms or better translations for target words. Successful translation students are also reported to use dictionaries frequently to check spelling. Most respondents reported consulting the dictionary after they finished reading source texts. In line with the global move toward digitalization, the participants reported using electronic dictionaries with significantly greater frequency than paper dictionaries. In most cases, successful translation students’ use of paper dictionaries was limited to classroom examinations. The open-ended interview questions also helped to reveal the variety of dictionaries used by this group of trainee translators. Taken together, these findings have utility for translation instructors, particularly regarding the improvement of trainee translators’ experiences and the provision of assistance to less successful students.

Sumbangan Dato' Salehuddin Bin Omar dalam Pendidikan al-Quran di Malaysia

The long-serving principal of Darul Quran (DQ) who has contributed to Quranic Education in Malaysia is Dato Sallehuddin Omar. His service as the principal of DQ began from 1980 to 1993. This al-Quran figure has made a significant contribution to Quranic education since his return from Egypt in 1976 until now. The study was to look at his educational background from the primary level until he successfully obtained a bachelor’s degree. It also looks into his in-depth education in the field of Quran and Qiraat as well as his major contributions in Quranic education. Hence, his involvement in the study of the Quran is studied starting from reciting, memorizing the Quran and gaining deeper understanding in the learning of Qiraat. The study was written according to the author's interview method with this figure in several meeting sessions. In addition, it also refers to the author's interviews with some of his successful students and refers to the writings of some of his students with him during the figure's visit to their place. This study has found that Dato Sallehuddin Omar is a figure who has contributed a lot to the development of al-Quran education in Malaysia. He has proposed to the PSD to upgrade the tahfiz certificate to the Tahfiz Diploma. Apart from that, he has also made a great contribution in publishing the Mushaf Rasm Uthmani in which the address of waqf is referred to the book of Manar al-Huda.

How High Achievers Learn That They Should Not Become Teachers

In this article, Zid Mancenido examines how high-achieving students are socialized to believe that they should not become K–12 classroom teachers. Research has well established that academically successful students are often disinterested in teaching as a career, yet there has been little attention to how this disinterest is developed through the process of career exploration. To address this gap in the literature, Mancenido conducts a narrative inquiry based on interviews with high-achieving recent college graduates and graduating seniors. He presents six representative vignettes to demonstrate how high achievers learn through explicit and implicit signals that teaching is not appropriate for someone like them. This process is social, with parents and peers playing a significant role in shaping beliefs. These findings suggest that policy efforts to recruit more high achievers into teaching may benefit from more focus earlier in the career exploration pipeline.

Critical Connections: High-Ability Students Perceptions of Factors that Influence NZQA Scholarship - a Mixed Method Study

<p>This mixed methods study involved 332 high school students and investigated those factors that students perceived as having facilitated their success in New Zealand Qualifications Authority (NZQA) Scholarship. A key finding from this study suggests that New Zealand Scholarship students form a connection with at least one teacher and consider this relationship to be a catalyst in their success. Family, peers and friends play a lesser but still important role in the student's success, providing support for the student. These successful students reported reduced time spent in extracurricular activities in order to prepare for subjects in which they believed they would be successful. Students related experiences where teachers, schools and some learning communities were not supportive of their aspirations for high academic achievement, and described the impact of this on their quest for Scholarship success. This research has identified a number of aspects relating to high academic achievement and New Zealand secondary education that require further investigation. These include an investigation into those practices of teachers who work with high-ability students to yield greater understanding of the beliefs that teachers hold about teaching high-ability students and the ways in which these beliefs affect student outcomes.</p>

Critical Connections: High-Ability Students Perceptions of Factors that Influence NZQA Scholarship - a Mixed Method Study

<p>This mixed methods study involved 332 high school students and investigated those factors that students perceived as having facilitated their success in New Zealand Qualifications Authority (NZQA) Scholarship. A key finding from this study suggests that New Zealand Scholarship students form a connection with at least one teacher and consider this relationship to be a catalyst in their success. Family, peers and friends play a lesser but still important role in the student's success, providing support for the student. These successful students reported reduced time spent in extracurricular activities in order to prepare for subjects in which they believed they would be successful. Students related experiences where teachers, schools and some learning communities were not supportive of their aspirations for high academic achievement, and described the impact of this on their quest for Scholarship success. This research has identified a number of aspects relating to high academic achievement and New Zealand secondary education that require further investigation. These include an investigation into those practices of teachers who work with high-ability students to yield greater understanding of the beliefs that teachers hold about teaching high-ability students and the ways in which these beliefs affect student outcomes.</p>

I Explain, You Collaborate, He Cheats: An Empirical Study with Social Network Analysis of Study Groups in a Computer Programming Subject

Students interact with each other in order to solve computer science programming assignments. Group work is encouraged because it has been proven to be beneficial to the learning process. However, sometimes, collaboration might be confused with dishonest behaviours. This article aimed to quantitatively discern between both cases. We collected code similarity measures from students over four academic years and analysed them using statistical and social network analyses. Three studies were carried out: an analysis of the knowledge flow to identify dishonest behaviour, an analysis of the structure of the social organisation of study groups and an assessment of the relationship between successful students and social behaviour. Continuous dishonest behaviour in students is not as alarming as many studies suggest, probably due to the strict control, automatic plagiarism detection and high penalties for unethical behaviour. The boundary between both is given by the amount of similar content and regularity along the course. Three types of study groups were identified. We also found that the best performing groups were not made up of the best individual students but of students with different levels of knowledge and stronger relationships. The best students were usually the central nodes of those groups.

Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers

Previous studies have associated several variables concerning motivation and other domains with underachievement, i. e. a student's academic achievement falling short of what their cognitive abilities, as the best predictor of academic performance, would indicate. The present study extends these findings using a more rigorous approach in defining underachievers and suitable control groups. Using discriminant analysis, underachievers identified in a German twin family study were compared not only to achievers with comparable IQ scores, but also with students of lower aptitude, but comparably low grades, as well as overachieving students. Results confirm previous findings that compared to successful students, underachievers report lower levels of motivation and parental support; beyond this comparison, underachievers also differed from other low achievers, mostly in terms of their personality. In total, 40% of the variance between the groups were explained. Additionally, the data shed doubt on the common assumption that underachievers are an unusually heterogenous group of students.

Design thinking mindset to enhance education 4.0 competitiveness in Malaysia

<p><span lang="EN-US">Education 4.0 will be the next aspect of the curriculum since programming has been taught from the primary school level. Training 4.0 requires teachers to equip students with not only the knowledge and information but also encourage students to be able to process information, develop creative thinking, and acquire problem-solving skills. However, the competency of teachers to encourage creative thinking and problem-solving skills is still questionable. The purpose of this concept paper is to provide an understanding of the conceptual framework for enhancing the teachers’ competency to enhance creativity and innovation in fulfilling the desire of education 4.0. design thinking is an innovative method that places people right at the center of problem solving. It discusses the variables that may affect the quality of teachers in education 4.0 and presents a literature review of approaches that can contribute to the creation of effective teaching methods to develop successful students and satisfy the demands of the workforce for industrial revolution 4.0. It is found that teachers need to be competent to build students' skills in meeting a competitive and innovative workforce in the wake of the industrial revolution 4.0. There are seven dimensions in the design thinking mindset that teachers need to understand to meet the 4.0 education requirements.</span></p>