Mixed-Methods Study of Enhancing Business Interpreting Competence: The Role of a Knowledge Graph-Integrated BOPS Instructional Model Mediated by Learning Engagement and Affective Commitment.
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| Title: | Mixed-Methods Study of Enhancing Business Interpreting Competence: The Role of a Knowledge Graph-Integrated BOPS Instructional Model Mediated by Learning Engagement and Affective Commitment. |
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| Authors: | Shaohui Zheng1 zshangela@163.com, Lingyan Zhou1, Hongyuan Lei2 |
| Source: | Journal of Language Teaching & Research. Jan2026, Vol. 17 Issue 1, p150-162. 13p. |
| Subject Terms: | *Student engagement, *Language ability, *Blended learning, *Mixed methods research, Knowledge graphs, Language services |
| Abstract: | This mixed-methods study evaluates the efficacy of a knowledge graph-integrated BOPS instructional model--where BOPS refers to Bridge-in, Objective problems, Participatory learning, and Summary--in blended business interpreting education. A quasi-experiment was conducted with 236 undergraduate students (experimental group, n=73; control group, n=62) over a 16-week semester to examine the model's impact on learning outcomes. Quantitative analysis revealed that the experimental group achieved significantly higher interpreting accuracy (M=82.35) than the control group (M=78.21, p<0.01), with this improvement mediated by learning engagement (β=0.47) and affective commitment (β=0.39). Structural Equation Modeling (SEM) confirmed robust model fit (X²/df=2.14, CFI=0.937, RMSEA=0.052), further validating that learning engagement positively predicts student performance (e.g., translation confidence, λ=0.69) and affective commitment, while affective commitment partially mediates the relationship between engagement and BOPS learning benefits (indirect effect=0.11, p=0.018). Qualitative thematic analysis of 30 open-ended responses identified four critical success factors for the model: technical usability (68%), content interactivity (72%), feedback timeliness (61%), and personalization (79%), alongside contextual challenges such as initial platform navigation difficulties. The model bridges cognitive-affective learning dynamics by embedding formative assessments and iterative achievement-reflection cycles within BOPS phases, fostering both emotional investment in learning and practical interpreting competence. These findings advance theoretical understanding of technology-enhanced language education--particularly the role of semantic scaffolding (via knowledge graphs) and affective mediation in interpreter training--while providing empirically grounded strategies for optimizing AIintegrated blended learning in business interpreting pedagogy. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190659331 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mixed-Methods Study of Enhancing Business Interpreting Competence: The Role of a Knowledge Graph-Integrated BOPS Instructional Model Mediated by Learning Engagement and Affective Commitment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shaohui+Zheng%22">Shaohui Zheng</searchLink><relatesTo>1</relatesTo><i> zshangela@163.com</i><br /><searchLink fieldCode="AR" term="%22Lingyan+Zhou%22">Lingyan Zhou</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hongyuan+Lei%22">Hongyuan Lei</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Jan2026, Vol. 17 Issue 1, p150-162. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+graphs%22">Knowledge graphs</searchLink><br /><searchLink fieldCode="DE" term="%22Language+services%22">Language services</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This mixed-methods study evaluates the efficacy of a knowledge graph-integrated BOPS instructional model--where BOPS refers to Bridge-in, Objective problems, Participatory learning, and Summary--in blended business interpreting education. A quasi-experiment was conducted with 236 undergraduate students (experimental group, n=73; control group, n=62) over a 16-week semester to examine the model's impact on learning outcomes. Quantitative analysis revealed that the experimental group achieved significantly higher interpreting accuracy (M=82.35) than the control group (M=78.21, p<0.01), with this improvement mediated by learning engagement (β=0.47) and affective commitment (β=0.39). Structural Equation Modeling (SEM) confirmed robust model fit (X²/df=2.14, CFI=0.937, RMSEA=0.052), further validating that learning engagement positively predicts student performance (e.g., translation confidence, λ=0.69) and affective commitment, while affective commitment partially mediates the relationship between engagement and BOPS learning benefits (indirect effect=0.11, p=0.018). Qualitative thematic analysis of 30 open-ended responses identified four critical success factors for the model: technical usability (68%), content interactivity (72%), feedback timeliness (61%), and personalization (79%), alongside contextual challenges such as initial platform navigation difficulties. The model bridges cognitive-affective learning dynamics by embedding formative assessments and iterative achievement-reflection cycles within BOPS phases, fostering both emotional investment in learning and practical interpreting competence. These findings advance theoretical understanding of technology-enhanced language education--particularly the role of semantic scaffolding (via knowledge graphs) and affective mediation in interpreter training--while providing empirically grounded strategies for optimizing AIintegrated blended learning in business interpreting pedagogy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1701.15 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 150 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Language ability Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Knowledge graphs Type: general – SubjectFull: Language services Type: general Titles: – TitleFull: Mixed-Methods Study of Enhancing Business Interpreting Competence: The Role of a Knowledge Graph-Integrated BOPS Instructional Model Mediated by Learning Engagement and Affective Commitment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shaohui Zheng – PersonEntity: Name: NameFull: Lingyan Zhou – PersonEntity: Name: NameFull: Hongyuan Lei IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
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