This study investigated the integration of artificial intelligence (AI) tools in teaching literature, specifically focusing on short stories. An online survey of literature teachers was used, in which 40 literature teachers from different Saudi universities participated. The survey results indicated that literature teachers recognized the potential benefits of AI tools, including personalized learning experiences and increased student engagement. Teachers believed that AI tools could improve learning outcomes by enhancing students' comprehension of literary techniques and devices. However, the survey also revealed challenges related to teacher training and concerns about the quality of AI-generated content. The study suggests several recommendations, including stakeholder engagement, comprehensive teacher training, ethical guidelines, continuous evaluation of AI tools, and ensuring that AI complements rather than replaces human expertise. The study concludes that AI tools, when implemented thoughtfully and supported by ongoing research, have the potential to enhance short story education by providing customized and engaging learning experiences that enhance interactions between students and texts.
{"title":"Short Stories and AI Tools: An Exploratory Study","authors":"Abdulrahman Mokbel Mahyoub Hezam, Abdulelah Alkhateeb","doi":"10.17507/tpls.1407.12","DOIUrl":"https://doi.org/10.17507/tpls.1407.12","url":null,"abstract":"This study investigated the integration of artificial intelligence (AI) tools in teaching literature, specifically focusing on short stories. An online survey of literature teachers was used, in which 40 literature teachers from different Saudi universities participated. The survey results indicated that literature teachers recognized the potential benefits of AI tools, including personalized learning experiences and increased student engagement. Teachers believed that AI tools could improve learning outcomes by enhancing students' comprehension of literary techniques and devices. However, the survey also revealed challenges related to teacher training and concerns about the quality of AI-generated content. The study suggests several recommendations, including stakeholder engagement, comprehensive teacher training, ethical guidelines, continuous evaluation of AI tools, and ensuring that AI complements rather than replaces human expertise. The study concludes that AI tools, when implemented thoughtfully and supported by ongoing research, have the potential to enhance short story education by providing customized and engaging learning experiences that enhance interactions between students and texts.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Advanced technology offers new opportunities for language learning and teaching. Indeed, the way students receive the teacher's written feedback has adopted innovative technology in an online English as Foreign Language (EFL) writing context. This narrative inquiry investigates six Indonesian students' affective, behavioral, and cognitive engagement with written feedback provided by the teachers in the context of online EFL writing. Data analyzed was gathered from teacher-written comments mediated through the Ms. Word comment column and semi-structured interviews. The research has revealed that the students showed positive affective, behavioral, and cognitive engagement. In behavioral and cognitive engagement, the students show different ways to understand the teacher's written feedback, especially the indirect one, since the level of language proficiency among the students is different. The findings illustrate that the written feedback encourages the students to have a balanced emotion (affective engagement), learn to write collaboratively (behavioral engagement), and assist the students to enhance their writing (cognitive engagement). In conclusion, the findings lead to a greater understanding of how EFL students engage with written feedback from teachers in an online environment.
{"title":"Student Engagement With Teacher Written Feedback in Online EFL Writing Context","authors":"E. R. Linuwih, S. Setiawan, Ahmad Munir","doi":"10.17507/tpls.1407.26","DOIUrl":"https://doi.org/10.17507/tpls.1407.26","url":null,"abstract":"Advanced technology offers new opportunities for language learning and teaching. Indeed, the way students receive the teacher's written feedback has adopted innovative technology in an online English as Foreign Language (EFL) writing context. This narrative inquiry investigates six Indonesian students' affective, behavioral, and cognitive engagement with written feedback provided by the teachers in the context of online EFL writing. Data analyzed was gathered from teacher-written comments mediated through the Ms. Word comment column and semi-structured interviews. The research has revealed that the students showed positive affective, behavioral, and cognitive engagement. In behavioral and cognitive engagement, the students show different ways to understand the teacher's written feedback, especially the indirect one, since the level of language proficiency among the students is different. The findings illustrate that the written feedback encourages the students to have a balanced emotion (affective engagement), learn to write collaboratively (behavioral engagement), and assist the students to enhance their writing (cognitive engagement). In conclusion, the findings lead to a greater understanding of how EFL students engage with written feedback from teachers in an online environment.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores pluralism, skepticism, and relativism in Kurt Vonnegut’s Player Piano, The Sirens of Titan, Cat’s Cradle, and Slaughterhouse-Five. The study attempts to reveal Vonnegut’s depiction of contemporary postmodern politics, society, and culture. It looks into postmodernism as the inclusive term of the thematic attributes of pluralism, skepticism, and relativism which apparently imprint the typical image of postmodernism life. Therefore, the study sheds light on the selected novels’ perception of postmodernism on the verge of social and cultural change stimulated by politics that plays a crucial role in shaping postmodern man and his capacity to cope cultural pluralism. In this way, the study unravels such pluralism via highlighting the characters’ skepticism of their ability to grasp the relativism of postmodern life. The study examines Vonnegut’s postmodern dexterity as a critique of contemporary political actions that lead to new life styles. In addition, it discovers the selected novels’ narrative structure as a postmodern device of exposing contemporary socio-cultural reality that is spoiled by contemporary politics. In this way, it identifies Vonnegut’s postmodern fictional theme of relativism i.e., dealing with political sequences as challenging reality; and this reality should be amended by controlling postmodern politics.
{"title":"The Attributes of Postmodern Pluralism, Skepticism, and Relativism in Selected Kurt Vonnegut’s Four Novels","authors":"Abdulhameed A. Majeed","doi":"10.17507/tpls.1407.07","DOIUrl":"https://doi.org/10.17507/tpls.1407.07","url":null,"abstract":"This paper explores pluralism, skepticism, and relativism in Kurt Vonnegut’s Player Piano, The Sirens of Titan, Cat’s Cradle, and Slaughterhouse-Five. The study attempts to reveal Vonnegut’s depiction of contemporary postmodern politics, society, and culture. It looks into postmodernism as the inclusive term of the thematic attributes of pluralism, skepticism, and relativism which apparently imprint the typical image of postmodernism life. Therefore, the study sheds light on the selected novels’ perception of postmodernism on the verge of social and cultural change stimulated by politics that plays a crucial role in shaping postmodern man and his capacity to cope cultural pluralism. In this way, the study unravels such pluralism via highlighting the characters’ skepticism of their ability to grasp the relativism of postmodern life. The study examines Vonnegut’s postmodern dexterity as a critique of contemporary political actions that lead to new life styles. In addition, it discovers the selected novels’ narrative structure as a postmodern device of exposing contemporary socio-cultural reality that is spoiled by contemporary politics. In this way, it identifies Vonnegut’s postmodern fictional theme of relativism i.e., dealing with political sequences as challenging reality; and this reality should be amended by controlling postmodern politics.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates how gender, as a sociolinguistic factor, affects the phonetic variation of low and mid vowels in the Albanian language. 156 Prishtina citizens (78 women and 78 men, mean age: 39) took part in an interview in which they answered questions about their daily and professional lives. They used vernacular style in their answers, which revealed information regarding the density of vowel usage in their native dialect. These vowels were numbered in each informant’s discourse and measured based on their gender. They were classified as “prestigious” or “inferior”, depending on their relation to the standard variety. Results proved that men use more locally colored and nasalized variants, which shows that they are less sensitive to potential negative social perceptions. On the other hand, women preferred to stay away from stigmatized speech, particularly when it came to low vowels. Furthermore, women played a leading role in creating innovative variants.
{"title":"Gender-Related Phonetic Variation of Vowels in Prishtina","authors":"Edona Jahiu, Shpetim Elezi","doi":"10.17507/tpls.1407.03","DOIUrl":"https://doi.org/10.17507/tpls.1407.03","url":null,"abstract":"This study investigates how gender, as a sociolinguistic factor, affects the phonetic variation of low and mid vowels in the Albanian language. 156 Prishtina citizens (78 women and 78 men, mean age: 39) took part in an interview in which they answered questions about their daily and professional lives. They used vernacular style in their answers, which revealed information regarding the density of vowel usage in their native dialect. These vowels were numbered in each informant’s discourse and measured based on their gender. They were classified as “prestigious” or “inferior”, depending on their relation to the standard variety. Results proved that men use more locally colored and nasalized variants, which shows that they are less sensitive to potential negative social perceptions. On the other hand, women preferred to stay away from stigmatized speech, particularly when it came to low vowels. Furthermore, women played a leading role in creating innovative variants.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ibrahim M. Darwish, Abdulaziz A. Alzoubi, Noora Q. Abu Ain
This is a linguistic and semiotic study of the newspaper front pages that reported the death of Queen Elizabeth II. A sample of 61 front pages was collected from various British and non-British newspapers on Friday 9 September, 2022. The headlines reporting the death of the Queen were linguistically analysed focusing on euphemistic means. The pictures accompanying the headlines were semiotically investigated to see how the Queen was visually mourned and if there were any subtle semiotic euphemisms. Reporting the death of the Queen, linguistic and semiotic polarities can be observed on the newspaper front pages under investigation: direct versus indirect reporting. The findings reveal that 70.5% of the headlines reported the tragic news indirectly avoiding the verb ‘die’, the noun ‘death’ and the adjective ‘dead’. Similarly, the semiotic analysis shows that more newspapers displayed coloured (67%) recent (57%) pictures of the Queen showing her cheerful (56%). Avoiding the words ‘die’, ‘death’ and ‘dead’ and displaying the Queen in coloured cheerful pictures demonstrate that newspapers favoured both subtle linguistic and semiotic euphemisms in reporting the death of Queen Elizabeth II. The findings illustrate how humans, consciously and unconsciously, safeguard themselves against the discourse of death by utilizing both linguistic and semiotic euphemisms.
{"title":"The Death of Monarchs: Front-Page Reporting of Queen Elizabeth II’s Death","authors":"Ibrahim M. Darwish, Abdulaziz A. Alzoubi, Noora Q. Abu Ain","doi":"10.17507/tpls.1407.11","DOIUrl":"https://doi.org/10.17507/tpls.1407.11","url":null,"abstract":"This is a linguistic and semiotic study of the newspaper front pages that reported the death of Queen Elizabeth II. A sample of 61 front pages was collected from various British and non-British newspapers on Friday 9 September, 2022. The headlines reporting the death of the Queen were linguistically analysed focusing on euphemistic means. The pictures accompanying the headlines were semiotically investigated to see how the Queen was visually mourned and if there were any subtle semiotic euphemisms. Reporting the death of the Queen, linguistic and semiotic polarities can be observed on the newspaper front pages under investigation: direct versus indirect reporting. The findings reveal that 70.5% of the headlines reported the tragic news indirectly avoiding the verb ‘die’, the noun ‘death’ and the adjective ‘dead’. Similarly, the semiotic analysis shows that more newspapers displayed coloured (67%) recent (57%) pictures of the Queen showing her cheerful (56%). Avoiding the words ‘die’, ‘death’ and ‘dead’ and displaying the Queen in coloured cheerful pictures demonstrate that newspapers favoured both subtle linguistic and semiotic euphemisms in reporting the death of Queen Elizabeth II. The findings illustrate how humans, consciously and unconsciously, safeguard themselves against the discourse of death by utilizing both linguistic and semiotic euphemisms.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study documented the structure and meaning of the language used in the Buntang ritual, as practised among the Dayak Maanyan in East Barito, Kalimantan, Indonesia. This is a special language spoken by this group, living in the southern part of Borneo, to communicate with their ancestors’ spirits. In our documentation, we observed the Buntang ritual, the location of the ceremony, the participants involved, and the interactions between participants to obtain a complete record of the Buntang ritual. We then interviewed a wadian, “priest”, for a complete transcription of the speech used during the ritual. The language used in ritual features constructions of paired clauses. Drawing on the awakening and summoning practices for ancestors’ spirits in this ritual, we documented 2,868 paired clauses. The first clause of the pair uses words from daily use in the Maanyan language, while the second clause uses words that are only used in the ritual. Pairs are a combined form of two clauses with the same meaning in an unequal number of words. This inequality occurs because of verb, noun, or adverb reductions at the beginning of the second clause and word additions at its end.
{"title":"Communicating With Ancestors: Paired Clauses in the Buntang Ritual of the Dayak Maanyan in East Barito, Central Kalimantan, Indonesia","authors":"Dwiani Septiana, W. Rais, S. Widodo, A. Yulianti","doi":"10.17507/tpls.1407.20","DOIUrl":"https://doi.org/10.17507/tpls.1407.20","url":null,"abstract":"This study documented the structure and meaning of the language used in the Buntang ritual, as practised among the Dayak Maanyan in East Barito, Kalimantan, Indonesia. This is a special language spoken by this group, living in the southern part of Borneo, to communicate with their ancestors’ spirits. In our documentation, we observed the Buntang ritual, the location of the ceremony, the participants involved, and the interactions between participants to obtain a complete record of the Buntang ritual. We then interviewed a wadian, “priest”, for a complete transcription of the speech used during the ritual. The language used in ritual features constructions of paired clauses. Drawing on the awakening and summoning practices for ancestors’ spirits in this ritual, we documented 2,868 paired clauses. The first clause of the pair uses words from daily use in the Maanyan language, while the second clause uses words that are only used in the ritual. Pairs are a combined form of two clauses with the same meaning in an unequal number of words. This inequality occurs because of verb, noun, or adverb reductions at the beginning of the second clause and word additions at its end.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The history of Turkic sounds is the history of the phonetic structure and phenomena system of the contemporary language. Historical phonetics aims at explicating the ways of contemporary sound formation, the structure of the phonetic system and the development of its tendencies. The article focuses on the historical development of the phonemes а, ә, е in Turkic, namely in Kazakh linguistics. While the mentioned sounds were identified historically in the works of Turkologists, the formation of ә and е is approached differently. Based on certain research data, the vowel ә is considered a sound borrowed from Arabic and Persian. Other scholars identify the vowel ә as the sound originating in the ancient Turkic language or view it as a sound formed between ә and е. From this standpoint, the issue of identifying the phonemes ә and е based on scientific data becomes crucially relevant. In this regard, the peculiarities of the local usage of the vowel phoneme ә and the language data accompanying the sounds а/ә are examined. Apart from this, the historical change of the phonemes а/ә/е is scrutinized according to the conceptions of scholars. The vowel content of the Kazakh language is described based on scientific data. The study justifies the existence of nine vowel phonemes in the Kazakh language and identifies the vowels ә and е from the historical viewpoint.
突厥语语音史是当代语言语音结构和现象系统的历史。历史语音学旨在解释当代语音形成的方式、语音系统的结构及其发展趋势。文章重点研究了突厥语音素а、ә、е的历史发展，即哈萨克语言学。突厥语学家在其著作中对上述音素进行了历史性的识别，但对ә和е的形成却采取了不同的方法。根据某些研究数据，元音ә 被认为是从阿拉伯语和波斯语借来的音。其他学者则认为元音ә 是源自古突厥语的音，或认为它是ә 和 е 之间形成的音。从这个角度来看，根据科学数据确定ә 和 е 音素的问题就变得至关重要。为此，我们研究了元音ә 在当地使用的特殊性以及与 а/ә 音伴随的语言数据。此外，还根据学者们的观点仔细研究了音素 а/ә/е 的历史变化。根据科学数据描述了哈萨克语元音的内容。研究证明哈萨克语中存在九个元音音素，并从历史角度确定了元音ә和е。
{"title":"The Historical Change of the Vowels а/ә/е in Turkic Languages","authors":"Zhumabayeva Zh.T., Ospangaziyeva N.B., Bazarbayeva Z.M., Fazylzhanova A.M., Amanbayeva A.Zh.","doi":"10.17507/tpls.1407.10","DOIUrl":"https://doi.org/10.17507/tpls.1407.10","url":null,"abstract":"The history of Turkic sounds is the history of the phonetic structure and phenomena system of the contemporary language. Historical phonetics aims at explicating the ways of contemporary sound formation, the structure of the phonetic system and the development of its tendencies. The article focuses on the historical development of the phonemes а, ә, е in Turkic, namely in Kazakh linguistics. While the mentioned sounds were identified historically in the works of Turkologists, the formation of ә and е is approached differently. Based on certain research data, the vowel ә is considered a sound borrowed from Arabic and Persian. Other scholars identify the vowel ә as the sound originating in the ancient Turkic language or view it as a sound formed between ә and е. From this standpoint, the issue of identifying the phonemes ә and е based on scientific data becomes crucially relevant. In this regard, the peculiarities of the local usage of the vowel phoneme ә and the language data accompanying the sounds а/ә are examined. Apart from this, the historical change of the phonemes а/ә/е is scrutinized according to the conceptions of scholars. The vowel content of the Kazakh language is described based on scientific data. The study justifies the existence of nine vowel phonemes in the Kazakh language and identifies the vowels ә and е from the historical viewpoint.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Heredia-Arboleda, Mónica Noemí Cadena Figueroa, Magdalena I. Ullauri Moreno, Alex Armando Chiriboga Cevallos
This study aimed to evaluate the effectiveness of the flipped classroom as a method to enhance English listening skills. The population in this study consisted of 26 English as a Foreign Language (EFL) first-year students registered in a Bachelor of Arts program in Teaching Local and Foreign Languages at a Public University. This study is quasi-experimental. A pretest and a posttest were applied to identify the differences in the students' listening comprehension skills before and after using this methodology. This study was conducted in three phases: preparation (where the contents and procedures of the flipped classroom were explained), implementation (where the lessons focused on the flipped classroom were administered), and evaluation (where the overall content of the flipped classroom was tested). Results (significance 0.000; p ≤ 0,05) showcase a significant improvement in participants' listening skills. In general, this study can be considered a further contribution to visualizing the occidental educational methodology as a friendly and effective teaching practice, which may be applied in multicultural milieus.
{"title":"The Flipped Classroom to Improve the EFL Listening Skill","authors":"E. Heredia-Arboleda, Mónica Noemí Cadena Figueroa, Magdalena I. Ullauri Moreno, Alex Armando Chiriboga Cevallos","doi":"10.17507/tpls.1407.02","DOIUrl":"https://doi.org/10.17507/tpls.1407.02","url":null,"abstract":"This study aimed to evaluate the effectiveness of the flipped classroom as a method to enhance English listening skills. The population in this study consisted of 26 English as a Foreign Language (EFL) first-year students registered in a Bachelor of Arts program in Teaching Local and Foreign Languages at a Public University. This study is quasi-experimental. A pretest and a posttest were applied to identify the differences in the students' listening comprehension skills before and after using this methodology. This study was conducted in three phases: preparation (where the contents and procedures of the flipped classroom were explained), implementation (where the lessons focused on the flipped classroom were administered), and evaluation (where the overall content of the flipped classroom was tested). Results (significance 0.000; p ≤ 0,05) showcase a significant improvement in participants' listening skills. In general, this study can be considered a further contribution to visualizing the occidental educational methodology as a friendly and effective teaching practice, which may be applied in multicultural milieus.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Motivated by the technological advancements in computer-assisted translation (CAT) tools and the notable lack of academic research regarding their application in the Arabic-translation context, this study aims to investigate the differences in translators’ performance when comparing traditional human translation and post-edited CAT tool-generated text in terms of speed and effort. This study investigates the performance of professional translators in Saudi Arabia through traditional translation from scratch (TFS) and post-editing (PE) approaches. Data was collected from nine translators with 5–12 years of experience who had exposure to CAT tools. The participants translated an Arabic educational article into English using both methods. This study utilized Phrase CAT and Translog-II software to analyze the participants’ time and keystrokes. The results indicate that PE was significantly faster than TFS, with PE requiring 65.1% less time. PE also demanded significantly fewer keystrokes, suggesting lower technical effort. Correlations between keystrokes and time indicate a strong positive relationship in PE, implying that more technical effort correlates with increased temporal effort. These findings emphasize the efficiency of PE in enhancing productivity and suggest the importance of CAT tools and PE training for translators to meet industry demands effectively. Furthermore, this study underscores the need for continuous updates in CAT tool courses and the integration of PE training to prepare translators for constantly evolving technological landscapes.
计算机辅助翻译（CAT）工具的技术不断进步，而有关其在阿拉伯语翻译中应用的学术研究却明显不足，受此激励，本研究旨在调查传统人工翻译与经过后期编辑的 CAT 工具生成的文本在速度和工作量方面的差异。本研究通过传统的从头开始翻译（TFS）和后期编辑（PE）方法，对沙特阿拉伯专业译员的绩效进行了调查。数据收集自九名有 5-12 年翻译经验的译员，他们都接触过 CAT 工具。参与者使用这两种方法将一篇阿拉伯语教育文章翻译成英语。本研究利用 Phrase CAT 和 Translog-II 软件对参与者的时间和按键次数进行了分析。结果表明，PE 明显快于 TFS，PE 所需的时间减少了 65.1%。此外，PE 所需的击键次数也明显较少，这表明其技术难度较低。击键次数与时间之间的相关性表明，PE 与时间之间存在很强的正相关关系，这意味着更多的技术努力与更多的时间努力相关。这些发现强调了 PE 在提高生产率方面的效率，并表明 CAT 工具和 PE 培训对译员有效满足行业需求的重要性。此外，本研究还强调，有必要不断更新计算机辅助翻译工具课程，并整合 PE 培训，为译员适应不断发展的技术环境做好准备。
{"title":"Measuring the Efficiency of Post-Edited Text Generated by CAT Tools: An Experimental Study","authors":"Hind S. Alsaif, E. Aluthman","doi":"10.17507/tpls.1407.09","DOIUrl":"https://doi.org/10.17507/tpls.1407.09","url":null,"abstract":"Motivated by the technological advancements in computer-assisted translation (CAT) tools and the notable lack of academic research regarding their application in the Arabic-translation context, this study aims to investigate the differences in translators’ performance when comparing traditional human translation and post-edited CAT tool-generated text in terms of speed and effort. This study investigates the performance of professional translators in Saudi Arabia through traditional translation from scratch (TFS) and post-editing (PE) approaches. Data was collected from nine translators with 5–12 years of experience who had exposure to CAT tools. The participants translated an Arabic educational article into English using both methods. This study utilized Phrase CAT and Translog-II software to analyze the participants’ time and keystrokes. The results indicate that PE was significantly faster than TFS, with PE requiring 65.1% less time. PE also demanded significantly fewer keystrokes, suggesting lower technical effort. Correlations between keystrokes and time indicate a strong positive relationship in PE, implying that more technical effort correlates with increased temporal effort. These findings emphasize the efficiency of PE in enhancing productivity and suggest the importance of CAT tools and PE training for translators to meet industry demands effectively. Furthermore, this study underscores the need for continuous updates in CAT tool courses and the integration of PE training to prepare translators for constantly evolving technological landscapes.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Asif Currimbhoy’s play The Refugee presents a compelling examination of the challenges and internal conflicts faced by refugees, set against the backdrop of the Indo - Pakistan war of 1971 and the resulting partition. This narrative explores the tumultuous experiences of individuals who are forced to navigate the complexities of identity, belonging, and survival amidst geopolitical strife. The play delves into the psychological and emotional turmoil of refugees through its characters, portraying their struggles with loss, displacement, and the quest for a sense of home in an unfamiliar and often hostile environment. Through the journey of its characters, the play intricately details the multifaceted aspects of the refugee experience. The play serves as a poignant reminder of the enduring human spirit amidst adversity, offering deep insights into the challenges and internal conflicts of refugees through a rich tapestry of characters and settings that resonate with the complexities of real-world refugee experiences. The study focuses on the need for a humane approach to the refugee crisis, one that transcends bureaucratic and administrative measures and acknowledges the complex human emotions and needs at play.
{"title":"Challenges and Internal Conflicts of Refugees in Asif Currimbhoy’s Play The Refugee","authors":"Kaliyappan S, Saravanakumar P","doi":"10.17507/tpls.1407.36","DOIUrl":"https://doi.org/10.17507/tpls.1407.36","url":null,"abstract":"Asif Currimbhoy’s play The Refugee presents a compelling examination of the challenges and internal conflicts faced by refugees, set against the backdrop of the Indo - Pakistan war of 1971 and the resulting partition. This narrative explores the tumultuous experiences of individuals who are forced to navigate the complexities of identity, belonging, and survival amidst geopolitical strife. The play delves into the psychological and emotional turmoil of refugees through its characters, portraying their struggles with loss, displacement, and the quest for a sense of home in an unfamiliar and often hostile environment. Through the journey of its characters, the play intricately details the multifaceted aspects of the refugee experience. The play serves as a poignant reminder of the enduring human spirit amidst adversity, offering deep insights into the challenges and internal conflicts of refugees through a rich tapestry of characters and settings that resonate with the complexities of real-world refugee experiences. The study focuses on the need for a humane approach to the refugee crisis, one that transcends bureaucratic and administrative measures and acknowledges the complex human emotions and needs at play.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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