O ensaio fornece uma avaliação crítica do desempenho de dois sistemas distintos de tradução automática, Systran e Google Translate. Primeiro, é fornecida uma breve visão geral dos sistemas de tradução automática baseados em regras e estatísticas, seguida de uma discussão sobre os problemas envolvidos na avaliação automática e humana das outputs de tradução automática. Por fim, as traduções em alemão de Mark Twain, traduzidas por Systran e Google Translate, estão sendo avaliadas criticamente, destacando alguns dos desafios linguísticos enfrentados por cada sistema de tradução.

No abstract

Our article aims to encourage foreign language teachers at higher education institutions in Mexico to implement hybrid learning in their classrooms in order to increase learner engagement with the foreign language and to provide more opportunities to practice the target language outside the classroom. We begin by defining hybrid or blended learning and some of its advantages, distinguishing this mixed method from the flipped classroom. We then discuss and exemplify in greater detail which tools we have chosen to support the online component of our classes and how we have implemented them. We conclude our article with a brief discussion of three concrete challenges we faced during the implementation process and how we resolved them reaching our conclusion that the implementation of hybrid learning needs to be well planned if it is to support the language learning process of our students.

Learner control is vital in self-directed learning within technology-enhanced language learning. Yet, to date, there is little discussion about learner control in beginners' classes with technology-enhanced learning novices in online contexts. The present study investigates how an online beginners' German as a foreign language course fosters learner control. Two components of the class, synchronous live meetings, and an asynchronous online component were analyzed for specific aspects assumed to cultivate learner control. The study takes a case study approach and is based on Pilling-Cormick's self-regulated and directed technology-enhanced learning model. A survey and interviews were conducted to answer the research question: To what degree does the online course foster learner control, if at all? The results reveal that despite a general dislike of online learning and little to no technology-enhanced learning experience, learner control was fostered to a high degree.