Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills

Yougen Lou

doi:doi:10.11648/j.edu.20170602.15

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Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills

Yougen Lou

Published in Education Journal (Volume 6, Issue 2)

Received: 14 January 2017 Accepted: 24 January 2017 Published: 28 March 2017

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Abstract

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.

Published in	Education Journal (Volume 6, Issue 2)
DOI	10.11648/j.edu.20170602.15
Page(s)	100-105
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Non-English-Majored Undergraduates, Translation Skills, KWL Plus Model, IBLL

References

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[5]	Conner, J. 2006. Advanced study of the teaching of secondary school reading. Retrieved July 10, 2010 from http://www.indiana.edu/~l517/KWL.htm.
[6]	Ogle, D. 1992. KWL in action: Secondary instructors find applications that work. In E. K. Dishner et al. (eds.), Reading in Content Areas: Improving Classroom Instruction, 453-494. Dubuque, IA: Kendall/ Hunt.
[7]	Lou. Y. G. & Xu. P. 2016. Improving Reading Performance for Non-English-Majored Undergraduate Students: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Reading Strategy Instruction and Internet-Based Language Laboratory Support. Creative Education, 7 (2): 325-332.
[8]	Bryan. J. 1998. K-W-W-L: Questioning the known. The Reading Teacher, 51 (7): 618-620.
[9]	Sasson, D. 2008. Use K-W-L technique in reading lessons: Strategic thought process for engaging students before they read. Retrieved July 30, 2009 from http://newteachersupport.suite101. com/article.cfm
[10]	Bailey, D. W. 2002. KWL-plus. Unpublished manuscript, Johns Hopkins University, School of
[11]	Professional Studies in Business and Education, Baltimore.
[12]	Bader, C. 2007. KWL plus reading strategy. Retrieved May 5, 2009 from http://hercules.gcsu.edu/~cbader/5210SPED/kwl.htm
[13]	Lou. Y. G. Wu. L. S, Liu. H. L & Chen. L. Y. 2016. Improving Non-English-Majored College Students’ Writing Skills: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Writing Strategy Instruction and Internet-Based Language Laboratory Support. Open Journal of Social Sciences, 4: 37-44.
[14]	Graham, S. & Harris, K. R. (2000) The Role of Self-Regulation and Transcription Skills in Writing and Writing Development. Educational Psychologist, 35, 3-12.
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[16]	Flavell, J. H. (1976) Metacognitive Aspects of Problem Solving. In: Resnick, L. B., Ed., The Nature of Intelligence, Lawrence Erlbaum Associates, Hillsdale, 231-235.
[17]	Anderson, N. J. (2002) The Role of Meta-Cognition in Second Language Teaching and Learning. ERIC Digest (Vol. April 2002), Center for Applied Linguistics, Washington DC.
[18]	Rubin, J. (2001) Language Learner Self-Management. Journal of Asian Pacific Communication, 11, 25-37.
[19]	Wenden, A. L. (2000) Learner Development in language learning. Applied Linguistics, 23, 32-55.
[20]	OMalley, J. M. & Chamot, A. U. (1990) Learning Strategies in Second Language Acquisition. Cambridge University Press, Cambridge.
[21]	O’Malley, J. M., Chamot, A. U., Stewner-Manzares, G., Kupper, L. & Russo, R. P. (1985) Learning Strategies Used by Beginning and Intermediates ESL Students. Language Learning, 35, 21-46.
[22]	Carr, S. C. & Thompson, B. 1996. The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities. Learning Disability Quarterly, 19, 48-61.

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Yougen Lou. (2017). Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills. Education Journal, 6(2), 100-105. https://doi.org/10.11648/j.edu.20170602.15

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Yougen Lou. Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills. Educ. J. 2017, 6(2), 100-105. doi: 10.11648/j.edu.20170602.15

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AMA Style

Yougen Lou. Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills. Educ J. 2017;6(2):100-105. doi: 10.11648/j.edu.20170602.15

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@article{10.11648/j.edu.20170602.15,
  author = {Yougen Lou},
  title = {Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills},
  journal = {Education Journal},
  volume = {6},
  number = {2},
  pages = {100-105},
  doi = {10.11648/j.edu.20170602.15},
  url = {https://doi.org/10.11648/j.edu.20170602.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170602.15},
  abstract = {This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.},
 year = {2017}
}

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TY  - JOUR
T1  - Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills
AU  - Yougen Lou
Y1  - 2017/03/28
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N1  - https://doi.org/10.11648/j.edu.20170602.15
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T2  - Education Journal
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AB  - This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.
VL  - 6
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Author Information

Yougen Lou

School of Foreign Studies, Yangtze University, Jingzhou City, China

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APA Style

Yougen Lou. (2017). Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills. Education Journal, 6(2), 100-105. https://doi.org/10.11648/j.edu.20170602.15

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ACS Style

Yougen Lou. Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills. Educ. J. 2017, 6(2), 100-105. doi: 10.11648/j.edu.20170602.15

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AMA Style

Yougen Lou. Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills. Educ J. 2017;6(2):100-105. doi: 10.11648/j.edu.20170602.15

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@article{10.11648/j.edu.20170602.15,
  author = {Yougen Lou},
  title = {Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills},
  journal = {Education Journal},
  volume = {6},
  number = {2},
  pages = {100-105},
  doi = {10.11648/j.edu.20170602.15},
  url = {https://doi.org/10.11648/j.edu.20170602.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170602.15},
  abstract = {This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills
AU  - Yougen Lou
Y1  - 2017/03/28
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170602.15
DO  - 10.11648/j.edu.20170602.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 100
EP  - 105
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170602.15
AB  - This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.
VL  - 6
IS  - 2
ER  -

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