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A Review of Research on Computer-Aided Translation Technologies and Their Applications to Assist Learning and Instruction

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Title: A Review of Research on Computer-Aided Translation Technologies and Their Applications to Assist Learning and Instruction
Language: English
Authors: Rustam Shadiev (ORCID 0000-0001-5571-1158), Xuan Chen, Fahriye Altinay
Source: Journal of Computer Assisted Learning. 2024 40(6):3290-3323.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 34
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Translation, College Students, Computer Assisted Instruction, Computer Software Evaluation, Computer Software Reviews, Second Language Learning, Vocabulary Development, Grammar Translation Method, Academic Achievement
DOI: 10.1111/jcal.13072
ISSN: 0266-4909
1365-2729
Abstract: Background: Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies. Objectives: Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies. Methods: We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts. Results and Conclusions: Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448415
Database: ERIC
FullText Text:
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  Data: A Review of Research on Computer-Aided Translation Technologies and Their Applications to Assist Learning and Instruction
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  Data: <searchLink fieldCode="AR" term="%22Rustam+Shadiev%22">Rustam Shadiev</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5571-1158">0000-0001-5571-1158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xuan+Chen%22">Xuan Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Fahriye+Altinay%22">Fahriye Altinay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2024 40(6):3290-3323.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 34
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  Data: 2024
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  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software+Evaluation%22">Computer Software Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software+Reviews%22">Computer Software Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar+Translation+Method%22">Grammar Translation Method</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: 10.1111/jcal.13072
– Name: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies. Objectives: Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies. Methods: We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts. Results and Conclusions: Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.
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  Data: 2024
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      – Text: English
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        PageCount: 34
        StartPage: 3290
    Subjects:
      – SubjectFull: Translation
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Computer Software Evaluation
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      – SubjectFull: Computer Software Reviews
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Grammar Translation Method
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      – SubjectFull: Academic Achievement
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      – TitleFull: A Review of Research on Computer-Aided Translation Technologies and Their Applications to Assist Learning and Instruction
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            NameFull: Fahriye Altinay
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              Y: 2024
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