Mastery of translation skills showed little difference between the flipped and traditional classes, suggesting traditional teaching still delivers basic skills effectively¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The mastery-of-translation-skills domain showed close means (3.86 experimental, 3.76 control), which the article reads as traditional teaching still working well for basic knowledge and skills. → Deng 2018

Evidence¶

Deng 2018¶

Lijun Deng. (2018). The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment. English Language Teaching, 11(9). https://doi.org/10.5539/elt.v11n9p118

q2 · i? · causal · r1

Questionnaire skills-mastery domain from the post-experiment survey of both classes; the article reports the printed means and SDs and interprets them as reassurance about self-directed learning from video instruction. Descriptive statistics only.

"The mastery of translation skills shows less great difference than in the previous two domains, with two means of 3.86 and 3.76 and two standard deviations of 0.79 and 0.89."

Discussion¶

Related Claims¶

• A project-based flipped learning model raised translation competence test scores in a Business English Translation course over one 16-week semester — related
• Interviewed students in the flipped class reported strong interest and greater initiative, crediting checklists, role division and translation logs — related
• Out-of-class motivation showed a smaller group difference but greater within-class spread in the flipped class, attributed to client versus translator roles — related
• Students in the flipped project-based class rated their translation competence self-evaluation higher than control-class students — related
• Classroom participation was rated significantly higher in the flipped project-based class than in the control class — related
• Students in both classes reported low satisfaction with the traditional summative assessment model — related
• Flipped learning reduces but does not eradicate writer's block in ESP business students relative to traditional teaching — related