摘要：Studies concerning teaching methods involving Computer Mediated Communication (CMC) have often focused on the differences between online and off line interactions. Accordingly, this study aimed to investigate the effect of CMC on teaching translation to Iranian English Language Translation and Civil Engineering students and evaluate the role of CMC as a communication platform in educational environments. For this purpose, from the population of Khorasan and Najaf Abad Universities, 180 students were selected and based on their scores on a translation pretest were divided into three groups, 60 each. While students in the first group received translation instruction through a conventional method, those in the second group were taught by a CMC-based technique. However, the third group was trained using a combination of CMC and traditional face to face communication techniques. At the end of the treatment, a full term, a translation posttest was administered. Subsequently, a two way factorial ANCOVA was run to find if there were any significant differences between the results of the pre and posttests. The participants were then probed for their attitudes concerning the type of method adopted for teaching translation. The findings revea1ed that the groups' achievement of the training goals in CMC and hybrid methods of instruction were significantly higher than those trained by the face to face conventional one. The analysis of the respondents' answers to the questionnaire reflected that CMC approach to translation training is pedagogically meritorious and supportive of learners' preferred learning styles.
其他摘要：Studies concerning teaching methods involving Computer Mediated Communication (CMC) have often focused on the differences between online and off line interactions. Accordingly, this study aimed to investigate the effect of CMC on teaching translation to Iranian English Language Translation and Civil Engineering students and evaluate the role of CMC as a communication platform in educational environments. For this purpose, from the population of Khorasan and Najaf Abad Universities, 180 students were selected and based on their scores on a translation pretest were divided into three groups, 60 each. While students in the first group received translation instruction through a conventional method, those in the second group were taught by a CMC-based technique. However, the third group was trained using a combination of CMC and traditional face to face communication techniques. At the end of the treatment, a full term, a translation posttest was administered. Subsequently, a two way factorial ANCOVA was run to find if there were any significant differences between the results of the pre and posttests. The participants were then probed for their attitudes concerning the type of method adopted for teaching translation. The findings revea1ed that the groups' achievement of the training goals in CMC and hybrid methods of instruction were significantly higher than those trained by the face to face conventional one. The analysis of the respondents' answers to the questionnaire reflected that CMC approach to translation training is pedagogically meritorious and supportive of learners' preferred learning styles.
关键词：Computer Mediated Communication;face to face instruction;Hybrid approach;English translation students. civil engineering students;online interactions
