Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Journal of Mathematics and Mathematics Education (JMME) Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics
Beiki, Maryam
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Education Languange, Linguistic, Communication & Media Mathematics

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The Impact of Back-translation Instruction with Collaborative Activities on Iranian English Students’ Translation Achievement Mohammadi, Hesam; Beiki, Maryam; Keyvanfar, Arshya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1193

Abstract

The present quasi-experimental study with a non-equivalent control group pretest-posttest design investigated the impact of back-translation teaching with collaborative activities on Iranian English translation students’ translation achievement. To this end, 30Iranian EFL translation students studying at Islamic Azad University North Tehran Branch were nominated based on convenience sampling. The Oxford Placement Test (OPT) and a translation pretest were directed to inspect the contributors’ homogeneity prior to the treatment. The groups were assigned to the Collaborative Back-translation Group (CBTG n=15) and Back-translation Group (BTG n=15). During 16 sessions, CBTG experienced back-translation with collaborative activities as a treatment, whereas the BTG experienced only back-translation every session. After the treatment stage, the participants were given a translation posttest. The study also examined the participants’ attitudes toward collaborative activities implementation via semi-structured interviews and tried to assess some students’ perceptions towards collaborative activities and the instructional practices in the university context. The qualitative analysis revealed that most learners preferred collaborative tasks in their classrooms. The quantitative analysis showed that the CBTG outdone the BTG in translation ability. The result of the present research had some implications for the teachers and students in translation pedagogy. As for the theoretical aspect, this study can provide some hints for researchers interested in developing a comprehensive model for the L2 translation process. Considering the practical implications, all the instructors could employ a set of collaborative activities in their translation classes. Collaborative activities create translating opportunities where students exchange meaning, suggest feedback, and offer enhanced output for revealing the meaning.
The Impact of Back-translation Instruction with Collaborative Activities on Iranian English Students’ Translation Achievement Mohammadi, Hesam; Beiki, Maryam; Keyvanfar, Arshya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1193

Abstract

The present quasi-experimental study with a non-equivalent control group pretest-posttest design investigated the impact of back-translation teaching with collaborative activities on Iranian English translation students’ translation achievement. To this end, 30Iranian EFL translation students studying at Islamic Azad University North Tehran Branch were nominated based on convenience sampling. The Oxford Placement Test (OPT) and a translation pretest were directed to inspect the contributors’ homogeneity prior to the treatment. The groups were assigned to the Collaborative Back-translation Group (CBTG n=15) and Back-translation Group (BTG n=15). During 16 sessions, CBTG experienced back-translation with collaborative activities as a treatment, whereas the BTG experienced only back-translation every session. After the treatment stage, the participants were given a translation posttest. The study also examined the participants’ attitudes toward collaborative activities implementation via semi-structured interviews and tried to assess some students’ perceptions towards collaborative activities and the instructional practices in the university context. The qualitative analysis revealed that most learners preferred collaborative tasks in their classrooms. The quantitative analysis showed that the CBTG outdone the BTG in translation ability. The result of the present research had some implications for the teachers and students in translation pedagogy. As for the theoretical aspect, this study can provide some hints for researchers interested in developing a comprehensive model for the L2 translation process. Considering the practical implications, all the instructors could employ a set of collaborative activities in their translation classes. Collaborative activities create translating opportunities where students exchange meaning, suggest feedback, and offer enhanced output for revealing the meaning.
Towards Students’ Mathematics Self-efficacy and Mathematics Anxiety in Iranian University Context Mahmoudifar, Ali; Beiki, Maryam
Journal of Mathematics and Mathematics Education Vol 13, No 2 (2023): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v13i2.85381

Abstract

AbstractTeaching is a dynamic process of communication in which students and instructors continually interact together based on the situations and objectives that must be satisfied in the academic context. Anxiety concerning a specific subject is experienced by most students in the academic context, particularly in mathematics. Teaching practices, self-efficacy, and students’ anxiety in class settings directly contribute to the realization of educational objectives. Accordingly, in the university context mathematics attainment is commonly influenced by students’ self-efficacy, and their level of anxiety. The current study tried to scrutinize the relationship between mathematics freshmen students’ self-efficacy and their anxiety level on their academic enactment. This study was conducted on a group of 120 freshmen university students from different faculties who have experienced mathematics course in their classes in Islamic Azad University North Tehran Branch. In the questionnaires, students were asked to express their ideas related to different phases of teaching math in their classes. The questionnaires were adapted based on the Iranian teaching context to evaluate university students’ mathematics self-efficacy and mathematics anxiety. The outcomes of Pearson Correlation (r (118) = -.654 represented a large effect size, p < .05) specified that there was a significant, negative, and large relationship between self-efficacy and anxiety. The outcomes of the current study are also helpful for instructors who wish to gain better insight into their students’ mathematics self-efficacy and anxiety to enhance their students’ attainment.
Co-Authors Keyvanfar, Arshya Mahmoudifar, Ali Mohammadi, Hesam