Determinants of English Major Students' Learning Performance in A Blended Learning English-Chinese Translation Course at Zhanjiang University of Science and Technology, China
Abstract
Background and Aim: With the higher demand for translators in recent years, the English-major Students' learning performance in the English-Chinese translation course should be improved. The SWOT analysis shows that blended learning can bring positive impacts on teaching methods and English-major Students' learning performance, while if the teaching methods and English-major Students' learning performance are not improved, the students’ employment will be affected negatively. This research aims to discover the determinants impacting English-major Students' Learning Performance in a Blended Learning English-Chinese Translation Course to help teachers improve teaching methods and enhance English-major students' learning performance.
Materials and Methods: Before distributing the questionnaire, Item-Objective Congruence (IOC) and a pilot test of Cronbach's Alpha were adopted to test the content validity and reliability. Interviews were used to collect qualitative data, with 20 students selected for pre-interviews. Subsequently, the Wenjuanxing application was utilized to collect quantitative data from 175 students, exploring the relationship between independent and dependent variables. Jamovi's multiple linear regression analysis was employed to strengthen the framework and hypotheses. After validating the framework, an intervention plan was developed, and the hypotheses were tested. During the IDI stage, 30 students from a blended learning English-to-Chinese translation course were selected to participate, spanning 16 weeks. During the post-IDI stage, participants were again administered some questionnaires, and additional observations and interviews were conducted. Both qualitative and quantitative data were analyzed and compared to confirm the findings of the IDI.
Results: The hypothesis that the five dependent variables (behavioral engagement, learning anxiety, learning attitude, learning motivation, and student-student interaction) are related to students' learning performance has been significantly verified. Then, after IDI, the five independent variables and dependent variables changed significantly.
Conclusion: Behavioral engagement， learning anxiety, learning attitude, learning motivation, and student-student interaction have a significant impact on students' learning performance in a blended learning English-Chinese translation course.
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