{"title":"计算机辅助翻译技术及其在辅助学习和教学中的应用研究综述","authors":"Rustam Shadiev, Xuan Chen, Fahriye Altinay","doi":"10.1111/jcal.13072","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3290-3323"},"PeriodicalIF":5.1000,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A review of research on computer-aided translation technologies and their applications to assist learning and instruction\",\"authors\":\"Rustam Shadiev, Xuan Chen, Fahriye Altinay\",\"doi\":\"10.1111/jcal.13072\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 6\",\"pages\":\"3290-3323\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13072\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13072","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A review of research on computer-aided translation technologies and their applications to assist learning and instruction
Background
Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.
Objectives
Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.
Methods
We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.
Results and Conclusions
Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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