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Using Contextualised Instruction through Reverso Context to Develop EFL Student Teachers' Translation Skills

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Title: Using Contextualised Instruction through Reverso Context to Develop EFL Student Teachers' Translation Skills
Language: English
Authors: Mahmoud M. S. Abdallah (ORCID 0000-0001-6567-7651)
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 23
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Intervention, Second Language Learning, Second Language Instruction, English (Second Language), Student Teachers, Language Teachers, Teacher Education Programs, Translation, Preservice Teacher Education, Language Proficiency, Faculty Development, Teaching Methods, Context Effect, Foreign Countries, Arabic, Cooperative Learning, Guidelines, Language Variation, Language Processing, Cultural Awareness, Figurative Language, Technology Integration, Computational Linguistics, Computer Software, Childrens Literature
Geographic Terms: Egypt
Abstract: This research study investigates the effectiveness of a pedagogical model (an interventional framework) of contextualised instruction through Reverso Context, a comprehensive language and translation tool, in developing the translation skills of senior EFL student teachers. The study employs a quasi-experimental one-group pre-post design, with a translation pre-post test administered to measure expected progress resulting from the intervention. The participants consisted of 50 senior EFL student teachers affiliated with Faculty of Education, Assiut University, Egypt, who were randomly selected from the main population. The research began by identifying the translation skills that senior EFL student teachers required in the context of their pre-service teacher education programme. Based on this, an interventional framework (model) that employed contextualised instruction through Reverso Context was designed and administered to the target participants. The results indicate a significant improvement in the participants' translation skills following the intervention. This suggests that contextualised instruction through Reverso Context could effectively enhance EFL student teachers' translation skills, thereby contributing to their general language proficiency and professional development. [This paper was published in "Sohag University International Journal of Educational Research (SUIJER)" v11 2025.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED663604
Database: ERIC
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  Data: Using Contextualised Instruction through Reverso Context to Develop EFL Student Teachers' Translation Skills
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025.
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Egypt%22">Egypt</searchLink>
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  Data: This research study investigates the effectiveness of a pedagogical model (an interventional framework) of contextualised instruction through Reverso Context, a comprehensive language and translation tool, in developing the translation skills of senior EFL student teachers. The study employs a quasi-experimental one-group pre-post design, with a translation pre-post test administered to measure expected progress resulting from the intervention. The participants consisted of 50 senior EFL student teachers affiliated with Faculty of Education, Assiut University, Egypt, who were randomly selected from the main population. The research began by identifying the translation skills that senior EFL student teachers required in the context of their pre-service teacher education programme. Based on this, an interventional framework (model) that employed contextualised instruction through Reverso Context was designed and administered to the target participants. The results indicate a significant improvement in the participants' translation skills following the intervention. This suggests that contextualised instruction through Reverso Context could effectively enhance EFL student teachers' translation skills, thereby contributing to their general language proficiency and professional development. [This paper was published in "Sohag University International Journal of Educational Research (SUIJER)" v11 2025.]
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      – Text: English
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        PageCount: 23
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Student Teachers
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      – SubjectFull: Translation
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Faculty Development
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Figurative Language
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      – SubjectFull: Technology Integration
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      – SubjectFull: Computer Software
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      – SubjectFull: Childrens Literature
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      – SubjectFull: Egypt
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      – TitleFull: Using Contextualised Instruction through Reverso Context to Develop EFL Student Teachers' Translation Skills
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              Type: published
              Y: 2025
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