Effects of applying speech-enabled language translation technology to EMI lectures on students' discussion quality and learning achievement: Effects of applying speech-enabled language translation...: R. Shadiev et al.
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| Title: | Effects of applying speech-enabled language translation technology to EMI lectures on students' discussion quality and learning achievement: Effects of applying speech-enabled language translation...: R. Shadiev et al. |
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| Authors: | Shadiev, Rustam (AUTHOR), Zhang, Ziheng (AUTHOR), Huang, Yueh-Min (AUTHOR) |
| Source: | Educational Technology Research & Development. Feb2025, Vol. 73 Issue 1, p229-260. 32p. |
| Subjects: | Foreign language education, Discussion in education, Linguistics education, Language & languages, Chinese language |
| Abstract: | This study employed speech-enabled language translation (SELT) technology in lectures presented in English as a medium of instruction (EMI). Previous research had students viewing pre-recorded lectures with incorporated content translations in controlled laboratory settings. In contrast, students in the present study experienced live lectures in actual classrooms, where the SELT system immediately translated English speech into Chinese and displayed the translation for students. The aim was to explore the potential of SELT technology in enhancing students' understanding of the lecture content and aiding their discussions. The study used the experimental research method. Sixty university students were recruited and divided into three groups, namely, Control group 1 (students did not have any support), Control group 2 (students received transcriptions) and Experimental group (students received translations). Three lectures in EMI were carried out, and student discussion around lecture topics were arranged after each lecture. To achieve objectives of the study, students' knowledge prior and after lectures were measured and compared, and the content of students' discussion was analyzed. The results showed positive effects of SELT technology on learning achievement. That is, students who received SELT texts performed the best on the tests compared to their counterparts. The results also showed that discussion of students who used SELT texts was more efficient. Finally, the students had positive perceptions of SELT texts. We believe that applying SELT technology to lectures in EMI in the physical classroom settings was a feasible and useful way to facilitate students' comprehension of lecturing content and their discussion. Therefore, it is suggested that educators and researchers can use SELT technology in lectures in foreign languages as a medium of instruction in the physical classroom to facilitate student learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study employed speech-enabled language translation (SELT) technology in lectures presented in English as a medium of instruction (EMI). Previous research had students viewing pre-recorded lectures with incorporated content translations in controlled laboratory settings. In contrast, students in the present study experienced live lectures in actual classrooms, where the SELT system immediately translated English speech into Chinese and displayed the translation for students. The aim was to explore the potential of SELT technology in enhancing students' understanding of the lecture content and aiding their discussions. The study used the experimental research method. Sixty university students were recruited and divided into three groups, namely, Control group 1 (students did not have any support), Control group 2 (students received transcriptions) and Experimental group (students received translations). Three lectures in EMI were carried out, and student discussion around lecture topics were arranged after each lecture. To achieve objectives of the study, students' knowledge prior and after lectures were measured and compared, and the content of students' discussion was analyzed. The results showed positive effects of SELT technology on learning achievement. That is, students who received SELT texts performed the best on the tests compared to their counterparts. The results also showed that discussion of students who used SELT texts was more efficient. Finally, the students had positive perceptions of SELT texts. We believe that applying SELT technology to lectures in EMI in the physical classroom settings was a feasible and useful way to facilitate students' comprehension of lecturing content and their discussion. Therefore, it is suggested that educators and researchers can use SELT technology in lectures in foreign languages as a medium of instruction in the physical classroom to facilitate student learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-024-10427-0 |
