Gender Difference in Digital Literacy Among Translation Trainees
Asia Pacific Conference on Language and Gender 2022
Gender Difference in Digital Literacy and its Impact on Learning among
Future Translators
Yan Da Ph.D. Student from SoLLaT, USM
Co-author:
Dr. Shaidatul Akma Adi Kasuma
Dr. Mansour Amini
Introduction
Literature Review
CONTENTSMethods
Findings and Discussions
Implications and Conclusion
Introduction
Introduction
Background
ICT in Teaching
Gender ERT in
&Translation
Translation
Ratio pandemic
Education Technology
Motivation
Lack of understanding in Gender differences of Digital literacy
Problem
Significances
The research would enrich
The findings of the research
our understanding of
would stimulate the re-
gender differences in
evaluation of the importance of
digital literacy in an
digital literacy within
undergraduate translation translation curriculum during
training setting. and after the pandemic.
Practical Educational Significance Significance
Literature Review
Literature Review
Research Objectives
To identify the level of self-perceived digital literary between different gender groups among BTI trainee students at a Chinese undergraduate university.
To examine the impact of digital literacy on learning among students in different gender groups.
Research Questions
How do trainee students How does digital literacy from different gender impact the learning of groups perceive their translation trainees in level of digital literacy? different gender groups?
Methods
Research Methodology
Context Design
An und erg raduate uni versity The study adopts a i n Chi na BTI p rog ram si nce 2018 convergent parallel mixed - No. of Stud ents: 480 method design No. of Lecturers: 25
Research Methodology
Sample Instruments
Population N=480
- Digital Literacy Scale (DLS)
Male/Female Ratio: 0.16 developed by Hina Amin et
Stratified Random al. (2021)
Sampling
- Focus Group Discussion
Sample: Nf=185, Nm=29,
Protocol with pre -
Nt=214 determined questions
Research Methodology
Procedures
Six Step Method
- Questionnaire data 1. Become familiar with the data collection 2. Generate initial codes
- Data cleaning & 3. Search for themes processing4. Review themes 5. Define themes
- One-way ANOVA 6. Write-up
(SPSS)
B r aun and C l ar k e (2 0 0 6 )
Quantitative Qualitative
Findings & Discussions
Findings and Discussions RQ1: Is there a gender difference in self-perceived
level of digital literacy among BTI translation trainees at the Chinese undergraduate university?
| Themes | Frequencies |
|---|---|
| Specific digital and technological abilities required for translation trainees | 25 |
| Gender difference in the endowment in learning technological and digital knowledge | 15 |
| abilities in understanding and learning new tools and technologies | 20 |
| abilities in using tools and technologies to enhance learning | 15 |
| Participating in online activities | 27 |
Findings and Discussions
Specific digital and technological abilities required for translation trainees
| Category | Digital Abilities | Sample Comments from respondents |
|---|---|---|
| Common | •Information search •Information management •Information sharing | “Information retrieval is very common and basic ability for us. Nowadays, you might search and browse the net dozens of times each day”. |
| Professional | •Database •Image manipulation •Corpus | “Being college students, especially language learners, you will occasionally use professional tools — photo editing, video editing, etc.”. |
| Learning- related | •Electronic notetaking •Optical character recognition •E-dictionary | “Last week, we have an in-class discussion about what notetaking software we are using. It seems everyone has got his or her own secret tool to take down notes”. |
| Translation- specific | •Computer assisted translation •Machine translation •Post-editing | “Being translation learners, we actually have our own ‘inventory’ of translation tools”. |
Findings and Discussions
Gender difference in the endowment in learning technological and digital knowledge
Female
Male
Female students generally Male Students believed in challenged the stereotype their advantage in that female students were “Computational Thinking” inferior in learning technology-related
Endowment
knowledge.
Findings and Discussions
Abilities in understanding and learning new tools and technologies
Male
More enthusiastic in learning new tools emerging on the internet
Female
Less attracted by technologies and more “conservative” towards emerging technologies
Analysis of the Questionnaire
| Male (n=29) | Female (n=185) | Anova | ||||||
|---|---|---|---|---|---|---|---|---|
| Item | mean | sd | mean | sd | MS | F | P-value | |
| Copyright | Q10: give acknowledgement/reference | 3.76 | 0.91 | 5.61 | 1.11 86.01 | 73.14 | <0.01 | |
| Q11: avoid plagiarism | 4.38 | 0.78 | 5.41 | 1.13 26.67 | 22.48 | <0.01 | ||
| Critical Thinking | Q13: information integration | 6.21 | 0.82 | 4.53 | 1.15 70.52 | 56.88 | <0.01 | |
| Q14: have online reflective journal | 5.93 | 0.75 | 4.57 | 1.14 46.61 | 39.01 | <0.01 | ||
| Character | Q16: avoid negative posting | 4.31 | 0.81 | 6.04 | 0.80 74.82 | 115.82 | <0.01 | |
| Q17: remain neutral and tolerant | 4.00 | 0.80 | 5.96 | 0.80 96.52 | 149.65 | <0.01 | ||
| Curation | Q23: add value to existing information | 6.21 | 0.72 | 3.99 | 0.84 123.30 | 183.13 | <0.01 | |
| Q24: try to update information | 6.03 | 0.91 | 4.02 | 0.85 101.57 | 139.04 | <0.01 | ||
| Connectedness | Q27: actively involved in online campaign | 5.90 | 1.05 | 3.95 | 0.78 94.86 | 140.39 | <0.01 | |
| Q28: participate in surveys | 5.86 | 1.22 | 3.94 | 0.82 93.09 | 119.84 | <0.01 | ||
| Creativity | Q30: write blogs | 5.79 | 1.24 | 3.52 | 1.07 129.05 | 108.18 | <0.01 | |
| Q31: post new info in social media | 5.55 | 1.15 | 3.31 | 1.11 126.20 | 101.88 | <0.01 | ||
| Q32: develop own video | 5.55 | 1.09 | 3.61 | 1.13 94.97 | 75.87 | <0.01 | ||
| Q33: creative ideas | 5.48 | 1.03 | 3.45 | 1.12 103.18 | 83.14 | <0.01 |
Findings and Discussions
RQ2: How does digital literacy impact the learning of translation trainees in different gender groups?
| Themes | Frequencies |
|---|---|
| roles of digital and technological knowledge in learning | 30 |
| experiences in learning translation technology | 25 |
| suggestions for improvement of translation technology education | 22 |
Findings and Discussions
roles of digital and technological knowledge in learning
- For the initial stage of a learning cycle, general ICT technology was significant. • For the consolidation of
knowledge and skills, digital literary played a critical role in
sharing with peers or professionals. • For the conceptualization of
attained knowledge, notetaking software and mindmap tools were
most helpful.
Findings and Discussions
experiences in learning translation technology
| Implications and Conclusion | |
|---|---|
| • • • | Pedagogical Implication Limitations Conclusion |