Pragmatic Comprehension Development through Telecollaboration

Rafieyan, Vahid; Sharafi-Nejad, Maryam; Khavari, Zahra; Eng, Lin Siew; Mohamed, Abdul Rashid

doi:10.5539/elt.v7n2p11

Cited by 17 publications

(8 citation statements)

References 21 publications

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“…The findings obtained in the current study are in line with the findings obtained in the studies conducted by Kinginger and Belz (2005), Vyatkina and Belz (2006), Cunningham and Vyatkina (2012), and Rafieyan et al (2014) who found that telecollaboration has a significant effect in the development of pragmatic competence in language learners. The findings obtained in the current study are also consistent with the findings obtained by Rafieyan et al (2015) who found that telecollaboration has a significantly positive impact on improving target language writing proficiency and maintaining the obtained knowledge to a great extent.…”

Section: Discussionsupporting

confidence: 92%

“…The study revealed that telecollaborative partnership was effective in the development of pragmatic competence. Rafieyan et al (2014) were the other researchers who investigated the role of telecollaborative partnership in developing language learners' level of pragmatic comprehension. Participants in the study consisted of two groups of undergraduate students of English at a university in Iran: a control group receiving pragmatic instruction and an experimental group being paired with American peers through Facebook alongside receiving pragmatic instruction.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Telecollaboration on Translation of Culture-Bound Texts

Rafieyan

2016

IJALEL

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One of the most problematic perspectives of translation phenomenon is the cultural gap between the source language and the target language (Yang, 2010). This gap can be ideally filled through telecollaboration which provides internationally dispersed language learners in parallel language classes with cost-effective access to, and engagement with, peers who are expert speakers of the language under study (Belz, 2005). To investigate the effect of telecollaboration on the quality of translation of culture-bound texts, the current study was conducted on 64 Iranian undergraduate students of English translation at a university in Iran. Instruments used in the study consisted of three texts containing news excerpts from Voice of America (VOA). The study consisted of three phases: 1) assessing quality of translation of culture-bound texts, 2) random assignment of participants to two groups: one merely receiving cultural instruction while the other being linked to native English speakers through LinkedIn alongside receiving cultural instruction, and 3) assessing quality of translation of culture-bound texts immediately and two months following treatment. The results of mixed between-within subjects analysis of variance revealed the significant positive effect of telecollaboration on developing quality of translation of culture-bound texts and sustaining the attained knowledge. The pedagogical implications of the findings suggested incorporation of cultural components of source language society into translation courses and providing opportunities for translation students to be exposed to authentic and intensive source language culture through telecollaboration.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Effect of Telecollaboration on Translation of Culture-Bound Texts

Rafieyan

2016

IJALEL

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“…Virtual exchange projects have been carried out in English language learning (Austin et al, 2017;Rafieyan et al, 2014;Sevilla-Pavón, 2016) and there is a growing body of research on how to integrate virtual exchanges in teacher preparation programs (Lenkaitis, 2020;Dooly & Sadler, 2013;Jauregi & Bañados, 2008;The EVALUATE Group, 2019). In Lenkaitis (2020), participants in a teaching program from a university in the USA were partnered with second language (L2) learners in a 4-week virtual exchange via videoconferencing.…”

Section: Literature Review Virtual Exchangementioning

confidence: 99%

Untitled

2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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“…[6] explain that the information from different technological media is an input for noticing, comparing and reflection of different cultures including the student`s culture. Ravieyan, et al in [7] explain that technological media enrich information about culture and the students become aware as they notice new elements of culture. Hence, there is improvement of intercultural language competence based on Byram`s model of intercultural communication [2].…”

Section: B Technology In Intercultural Language Learningmentioning

confidence: 99%

The Application of Technology in Intercultural Language Learning: International Students Program at a University in Yogyakarta

Kiswaga¹,

Triastuti²

2019

Proceedings of the International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018)

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As a part of global movement and digitalized technology in this 21th century, massive interaction of different people from different cultural background becomes an integral system of life. Though English plays role as a global language for a number of years, learning other foreign languages in intercultural perspective is essential to overcome unnecessary intra-person and interpersonal conflicts when interacting with different people from variety of cultural backgrounds. However, intercultural language learning cannot be successful without utilization of technology. Hence, this study presents how the international students (BIPA Program) learn Indonesian language in intercultural perspective with application of technology. The study focuses on two research questions, first how do students apply technology to learn Indonesian language in intercultural perspective? Secondly, what is the importance of technology in intercultural language learning? This study involves seven international students from different countries; these students have been studying Indonesian language and culture for one year. They were selected purposively. The study used open ended questioners and interview as instruments of data collection. The data were qualitatively analyzed and the results show that students are successful in learning Indonesian language in intercultural perspective as result of utilization of technology. With technology, learners could move from ethnocentric stage to ethnos relativism stage in intercultural competence. However, most of the students apply technology in learning Indonesian language without reflecting to their own culture. Therefore, the results imply that technology plays a vital role in intercultural language learning. Moreover, the teachers and students may focus more on the application of technology to reflect learner`s culture and target language culture rather than relying only to target language`s culture. Applying technology to both cultures makes the intercultural language learning more effective.

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Pragmatic Comprehension Development through Telecollaboration

Cited by 17 publications

References 21 publications

Effect of Telecollaboration on Translation of Culture-Bound Texts

Effect of Telecollaboration on Translation of Culture-Bound Texts

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The Application of Technology in Intercultural Language Learning: International Students Program at a University in Yogyakarta

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