Impacts of LMS Socio-Linguistic and Psychometric Factors on Students' English and Translation Proficiency and Communicative Competence: A Paradigm Shift During COVID-19 Pandemic
DOI:
https://doi.org/10.17507/jltr.1505.14Keywords:
English proficiency, psychometric abilities, socio-linguistic abilities, translation competenceAbstract
This quantitative study investigated the impacts of Learning Management Systems’ (LMS) socio-linguistic and psychometric factors on students' English and translation proficiency and communicative competence. The participants were enrolled at the College of Languages and Translation, Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. The results highlighted the positive experiences students had with the LMS platforms, with a notable frequency of (79.6%). Additionally, a significant percentage (86.2%) affirmed the effectiveness of these platforms in aiding them in achieving academic objectives. However, (52%) indicated that students consistently or often faced challenges when using technology. The findings highlighted improvements in various areas, including linguistic abilities (71.7%), translation skills (73.7%), social skills (62.5%), and psychometric abilities (70.3%), emphasizing the role of online environments in fostering effective communicative skills. The study also revealed the benefits of language and translation technology for students, with (84.1%) using computer-assisted translation, (82.9%) engaging in dubbing and voice translation, and (75.6%) utilizing language audio/video resources. Positive impacts on proficiency and communicative competence were evident, with frequencies of (74.4%) and (69.1%), respectively. These findings underscore the positive influence of technology on language and translation learning, emphasizing communicative approaches that enable students to develop competencies based on language socialization and real-time translation practices. The study recommends ongoing technology training for students and advocates for the use of psychometric tools embedded in LMS to encourage self-assessment and independent learning. The study's significance lies in understanding the intricate relationship between cognition, educational technology, and language and translation learning, particularly in the context of higher education.
References
Akcil, U., Uzunboylu, H., & Kinik, E. (2021). Integration of technology to learning-teaching processes and Google workspace tools: A literature review. Sustainability, 13(9), 1-13.
Aladwani, A., & Alfadley, A. (2022). Online learning via Microsoft TEAMS during the COVID-19 pandemic as perceived by Kuwaiti EFL learners. Journal of Education and Learning, 11(1), 132-146.
Alawamleh, M., Al-Twait, L., & Al-Saht, R. (2020). The effect of online learning on communication between instructors and students during COVID-19 Pandemic. Asian Education and Development Studies, 11(2), 380-400.
Aldukhayel, D. (2021). Vlogs in L2 listening: EFL learners’ and teachers’ perceptions. Computer Assisted Language Learning, 34(8), 1085–1104.
Alhaj, A. M., & Albahiri, H. (2022). Exploring the impact of utilizing weblogs platform technology to enhance translation female students' written translation performance at King Khalid University. Arab World English Journal, 13(4), 53-66.
Almahasees, Z., & Qassem, M. (2022). Faculty perception of teaching translation courses online during Covid-19. PSU Research Review, 6(3), 205-219.
Alsayed, R., & Althaqafi, A. (2022). Online learning during the COVID-19 pandemic: Benefits and challenges for EFL students. International Education Studies, 15(3), 122-129.
Alsofi, A. (2021). Student satisfaction with e-learning using blackboard LMS during the COVID-19 circumstances: realities, expectations, and future prospects. Pegem Journal of Education and Instruction, 11(4), 265-281.
Alturise, F. (2020). Evaluation of the blackboard learn learning management system for full online courses in Western branch colleges of Qassim university. International Journal of Emerging Technologies in Learning, 15(15), 33-50.
Arniatika, S. (2020). Personality traits, motivational orientations and speaking achievement in the EFL context. International Journal of Indonesian Education and Teaching (IJIET), 4(1), 110–120.
Asiri, S., & Metwally, A. (2020). The impact of linguistic and cultural competence on translation quality: pedagogical insights into translation problems. Journal of Language Teaching and Research, 11(3), 509-520.
Assaf, J., & Nehmeh, L. (2022). The remote learning experience in Lebanon: Learners' attitudes and practices. Pedagogical Research, 7(1), 1-13.
Basilaia, G., Dgebuadze, M., Kantaria, M., & Chokhonelidze, G. (2020). Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. International Journal for Research in Applied Science &Engineering Technology, 8(III), 101-108.
Berezenko, V., Cherkhava, O., & Musiienko, Y. (2022). Communicative language teaching approach in promoting the linguistic competence of EFL learners. Advanced Education, 9(20), 88–96.
Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: A review from the stakeholders’ perspective. Computers and Education, 144, 103657.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: opportunities and challenges in emergency situations. Societies, 10(4), 1-18.
Fosnot, T. (editor). (2013). Constructivism: Theory, perspectives, and practice (2nd edition), chapter 1. Columbia University.
Furqon, M. Sinaga, P., Liliasari, L., & Riza, L. (2023). The impact of learning management system (LMS) usage on students. TEM Journal, 12(2), 1082-1089.
Gao, J., & Li, N. (2021). Case study of multi-platform collaborative ICT integrated online language teaching during the pandemic: advantages and challenges. Applied Linguistics Research Journal, 5(5), 221-232.
Guanghua, Q. (2023). Towards the effects of translators’ emotional intelligence and anxiety on their translation quality. Heliyon, 9(9), e19276.
Guangul, M., Suhail, H., Khalit, I., & Khidhir, A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: A case study of Middle East College. Educational Assessment, Eval. & Accountability, 32(4), 519–535.
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32.
Holmes, J. S. (1972). The name and nature of translation studies. In Holmes, Translated Papers on Literary Translation and Translation Studies (pp.67-80). Amsterdam: Rodopi.
Honarzad, R., & Rassaei, E. (2019). The role of EFL learners’ autonomy, motivation and self-efficacy in using technology-based out-of-class language learning activities. JALT CALL Journal, 15(3), 23-42.
Jinfang, Y. (2023). Bridging language gaps in global construction projects: The critical role of professional translators. International Journal of Business and Management Invention, 12(6), 319-325.
Khodabandeh, F. (2022). Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing. International Journal of Education and Technology in High Education, 28, 5999–6026.
Kim, H., Song, D., Zheng, H. et al. (2021). Self-regulated learning strategies and student video engagement trajectory in a video-based asynchronous online course: Bayesian latent growth modeling approach. Asia Pacific Edu.Rev., 22(2), 305-317.
Kim, H., Wang, C., & Truong, N. (2021). Psychometric properties of a self-efficacy scale for English language learners in Vietnam. Language Teaching Research, 1-16.
Klimova, B., & Pikhart, M. (2023). Cognitive gain in digital foreign language learning. Brain Sciences, 13(7), 1074-1084.
Köksal, C., & Yürük, N. (2020). The role of translator in intercultural communication. International Journal of Curriculum and Instruction, 12(1), 327–338.
Krüger, R. (2021). An online repository of python resources for teaching machine translation to translation students. Current Trends in Translation Teach. Learn, 8, 4–30.
Leal Filho, W., Wall, T., Rayman-Bacchus, L. et al. (2021). Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study. BMC Public Health, 21, 1-19.
Li, X., Gao, Z., & Liao, H. (2023). The effect of critical thinking on translation technology competence among college students: The chain mediating role of academic self-efficacy and cultural intelligence. Psychology Research Behavior Management, 16, 1233-1256.
Lin, Y. J., & Wang, H. C. (2021). Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom. Education and Information Technologies, 26, 4487–4505.
Madkour, M. (2018). The impact of culture and intercultural competence on the performance of students in translation. In Proceedings of the 11th International RAIS Conference (November 19), ISSN 2578-8574, 93-109.
Muñoz-Martín, R., & Olalla-Soler, C. (2022). Translating is not (only) problem solving. The Journal of Specialized Translation, 38, 3-31.
Mykytiuk, S., Lysytska, O., & Melnikova, T. (2020). Facebook group as an educational platform for foreign language acquisition. Postmodern Openings, 11(1), 131-157.
Oraki A., & Tajvidi G. (2020). Training translators and interpreters: the need for a competence-based approach in designing university curricula. Iranian Journal of English for Academic Purposes, 9(2), 42–56.
Pikhart, M., Al-Obaydi, H. (2023). Potential pitfalls of online foreign language teaching from the perspective of the university teachers. Heliyon, PMC, 9(2), e13732.
Puzanov, V., Volynets, G., Lesiuk, O., Kharamurza, D. et al. (2022). Social media as a development tool English communicative competence. Journal of Curriculum and Teaching, 11(1), 101-116.
Salahuddin, A. (2020). Effectiveness of learning management system for teaching English language at higher education level. Journal of Education & Social Research (SJESR), 3(4), 1-9.
Schleef, E. (2017). Social meanings across listener groups: when do social factors matter? Journal of English Linguistics, 45(1), 28- 59.
Schrijver, I., & Cortez, H. (2021). Advantages and challenges of online translation teaching and learning during the COVID-19 pandemic: Mexican case study. UDK, 34(4), 1-12.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306.
Su, W., Li, D., Zhao, X., & Li, R. (2021). Exploring the effectiveness of fully online translation learning during COVID-19. In: Pang, C., et al. Learning Technologies and Systems. Springer, Computer Science, 12511, 344-365.
Suriaman, A., Manurung, K., Apridayani, A. et al. (2023). Effective or impractical? Discussing students' perceptions toward learning management systems in English language learning. International Journal of Language Education, 7(2), 330-342.
Terzioğlu, Y., & Kurt, M. (2022). Elevating English language learners’ speaking fluency and listening skill through a learning management system. SAGE Open, 12(2), 1-14.
UNESCO. (2020). COVID-19 report. Retrieved on December 15, 2021from the URL: https://www.unesco.org/en.
Wang, B., & Gu, C. (2023). Translation and interpreting as communication: necessity and significance of studies about translated and interpreted communication. Front Culture and Communication, 8, 1183947.
Wang, L. (2023). Exploration of translation teaching mode for effective remote learning. SHS Web of Conf., 174, 01030.
Williamson, B., Eynon, R. & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114.
Wong, S. Y. (2023). Digitalization challenges in education during COVID-19: A systematic review. Cogent Education, 10, 1-17.
Yang, Y., Cao, X., & Huo. X. (2021). The psychometric properties of translating self-efficacy belief: Perspectives from Chinese learners of translation. Front Psychol, 12, 642566.
Yang, Y., & Wang, X. (2019). Modeling the intention to use machine translation for student translators: an extension of technology acceptance model. Computer & Education, 133, 116–126.
Yılmaz, K., & Yılmaz, R. (2023). Exploring the role of sociability, sense of community and course satisfaction on students' engagement in flipped classroom supported by Facebook groups. Journal of Computers in Education, 10, 135–162.
Zhang, C., Yan, X. & Wang, J. (2021). EFL teachers’ online assessment practices during the COVID-19 pandemic: Changes and mediating factors. The Asia-Pacific Education Researcher, 30(3), 1-10.
Zhang, R., Bi, C. N., & Mercado, T. (2022). Do Zoom meetings really Help? A comparative analysis of synchronous and asynchronous online learning during COVID-19 pandemic. Journal of Computer Assisted Learning, 39(1), 210-217.