Skip to main content

The effect of using a game-based translation learning app on enhancing college EFL learners’ motivation and learning experience

Abstract

This study investigated the motivation of Taiwanese undergraduate EFL students in learning English-to-Chinese translation and the intention to use a digital game-based learning app called CHEN-slate. The app, consisting of a learning zone, practice zone, and competition zone and including translation skills needed for actual translation practice, was developed as a supportive learning tool to equip students with the necessary translation skills and to enhance their translation experiences. This study was conducted in spring semester in 2020. The responses to a questionnaire, designed based on theories including Dörnyei’s L2 motivational self-system and the technology acceptance model, were analyzed quantitatively and qualitatively to identify the most prevalent type of motivation among students to learn English-to-Chinese translation (one-way repeated-measures ANOVA), students’ perception toward the use of CHEN-slate, and the relationship between students’ intention to use CHEN-slate and their learning motivation (linear regression analysis). Moreover, the pre-test and post-test variables were compared by using a paired-sample t test. The results of the study indicated that achieving the ideal self-image and translation learning experience are the most prevalent motivation types that encourage Taiwanese students to learn translation. The findings of this study also indicate that students have positive attitudes toward the adoption of CHEN-slate and have high intention to use the app facilitate their learning process. Finally, a significant positive relationship was found between students’ intention to use the app and their translation learning experience. This study offers pedagogical implications for instructors in translation courses to enhance students’ learning motivation and effectively use game-based learning apps in translation courses.

This is a preview of subscription content, access via your institution.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9
Fig. 10

References

  • Aburagaga, I., Agoyi, M., & Elgedawy, I. (2020). Assessing Faculty’s Use of Social Network Tools in Libyan Higher Education via a Technology Acceptance Model. IEEE Access, 8, 116415–116430.

    Article  Google Scholar 

  • Ameri, S., & Ghahari, S. (2018). Developing a motivational framework in translation training programs: A mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer, 12(2), 227–243. https://doi.org/10.1080/1750399x.2018.1465678

    Article  Google Scholar 

  • Açıkgül, K., & Şad, S. N. (2021). High school students’ acceptance and use of mobile technology in learning mathematics. Education and Information Technologies, 26(4), 4181–4201.

  • Azizinezhad, M. (2006). Is translation teachable?” dalam. Translation Journal, 10(2).

  • Bahremand, A. (2015). The concept of translation in different teaching approaches and methods. Journal of Social Sciences and Humanities Research, 3(01), 6–10.

    Google Scholar 

  • Barreto, A. M. R. (2018). Motivating English language use by using the benefits of technology. GIST Education and Learning Research Journal, 16, 117–140. Retrieved June 19, 2022, from: https://files.eric.ed.gov/fulltext/EJ1184917.pdf

  • Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology, 38, 478–488. https://doi.org/10.1111/j.1467-8535.2007.00711.x

    Article  Google Scholar 

  • Blumberg, F. C., Deater-Deckard, K., Calvert, S. L., Flynn, R. M., Green, C. S., Arnold, D., & Brooks, P. J. (2019). Digital Games as a Context for Children’s Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report, 32, 1–33. https://doi.org/10.1002/sop2.3

    Article  Google Scholar 

  • Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.

  • Cam, L., & Tran, T. T. M. (2017). An evaluation of using games in teaching English grammar for first year English-majored students at Dong Nai Technology University. International Journal of Learning, Teaching and Educational Research, 16(7), 55–71.

    Google Scholar 

  • Chang, P. C., Yu, Y. K., Li, T. C., & Peng, M. Y. (1998). Practical translation: An introductory coursebook. Bookman Books.

    Google Scholar 

  • Chen, C. H., Law, V., & Huang, K. (2019). The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Educational Technology Research and Development, 67, 1003–1024. https://doi.org/10.1007/s11423-019-09670-7

    Article  Google Scholar 

  • Darejeh, A., & Salim, S. S. (2016). Gamification Solutions to Enhance Software User Engagement—A Systematic Review. International Journal of Human-Computer Interaction, 32(8), 613–642. https://doi.org/10.1080/10447318.2016.1183330

    Article  Google Scholar 

  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

    Article  Google Scholar 

  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.

    Article  Google Scholar 

  • De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99–113.

    Article  Google Scholar 

  • Doiz, A., & Lasagabaster, D. (2018). Teachers’ and students’ second language motivational self system in English-Medium Instruction: A qualitative approach. TESOL Quarterly, 52(3), 657–679.

    Article  Google Scholar 

  • Dörnyei, Z. (2001). Teaching and researching motivation. Pearson Education.

    Google Scholar 

  • Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates. https://doi.org/10.1017/S0272263105370288

    Book  Google Scholar 

  • Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.

    Chapter  Google Scholar 

  • Dimitrijević, S., & Devedžić, V. (2021). Utilitarian and experiential aspects in acceptance models for learning technology. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-09970-x

    Article  Google Scholar 

  • Dutton, W. H., & Loader, B. D. (2004). Digital academe: new media in higher education and learning. Routledge.

    Google Scholar 

  • Eltahir, M., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26(3), 3251–3278.

  • Fadarka, D. (2014). Investigating students’ motivations and purposes of learning translation at BA levels (Unpublished MA thesis). Ferdowsi University of Mashhad, Mashhad, Iran.

  • Gardner, R. C. (1985). Social psychology in second language learning: The role of attitudes and motivation. London: Edward Arnold.

  • Ghazala, H. S. (2018). The cognitive stylistic translator. AWEJ for Translation & Literary Studies, 2(1), 4–25.

  • Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1–46.

    Article  Google Scholar 

  • Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 102199.

    Article  Google Scholar 

  • Iosup, A., & Epema, D. (2014). An Experience Report on Using Gamification in Technical Higher Education. SIGCSE ‘14 Proceedings of the 45th ACM technical symposium on Computer science education, 27–32. https://doi.org/10.1145/2538862.2538899

  • Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report. New Media Consortium. 6101 West Courtyard Drive Building One Suite 100, Austin, TX 78730.

  • Kabooha, R. H. (2016). Using movies in EFL classrooms: A study conducted at the English language institute (ELI), King Abdul-Aziz University. English Language Teaching, 9(3), 248–267. Retrieved June 19, 2022 from: https://eric.ed.gov/?id=EJ1095569

  • Kelly, D. (2005). A handbook for translator trainers. St Jerome.

    Google Scholar 

  • Kelly, D., & Martin, A. (2009). Training and Education. In M. Baker & G. Saldahna (Eds.), Routledge Encyclopedia of Translation Studies (pp. 294–300). Routledge.

    Google Scholar 

  • Kormos, J., Csizér, K., & Iwaniec, J. (2014). A mixed-method study of language-learning motivation and intercultural contact of international students. Journal of Multilingual and Multicultural Development, 35(2), 151–166.

    Article  Google Scholar 

  • Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford University Press.

  • Lin, W. (2013). Why do students learn interpreting at the graduate level?-a survey on the interpreting learning motives of Chinese graduate students in BFSU. T&I Review, 3, 145–168. Retrieved June 19, 2022 from: http://www.papersearch.net/thesis/article.asp?key=3369008

  • Lin, C. P., & Liu, M. T. (2002). SPSS10.0 & The statistical model building. Kings Information.

    Google Scholar 

  • Lister, M. C. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1–22.

  • Liu, C., & Yu, C. (2019). Understanding students’ motivation in translation learning: A case study from the self-concept perspective. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), 4.

    MathSciNet  Article  Google Scholar 

  • Liu, Y. C., Wang, W. T., & Lee, T. L. (2021). An integrated view of information feedback, game quality, and autonomous motivation for evaluating game-based learning effectiveness. Journal of Educational Computing Research, 59(1), 3–40.

  • Malmkjaer, K. (Ed.). (1998). Translation and Language Teaching: Language Teaching and Translation. St. Jerome Publishing.

    Google Scholar 

  • Markus, H., & Nurius, P. (1986). Possible Selves. American Psychologist, 41(9), 954–969.

    Article  Google Scholar 

  • Melnichuk, M. V., & Osipova, V. M. (2017). Cooperative learning as a valuable approach to teaching translation. Xlinguae Journal, 10(1), 25–34.

    Article  Google Scholar 

  • Munday, J. (2016). Introducing translation studies: Theories and applications. Routledge.

    Book  Google Scholar 

  • Presas, M. (2000). Bilingual competence and translation competence. In C. Schäffner & B. Adab (Eds.), Developing translation competence (pp.19–31). John Benjamins.

  • Riccardi, A. (Ed.). (2002). Translation studies: Perspectives on an emerging discipline. Cambridge University Press.

    Google Scholar 

  • Starks, K. (2014). Cognitive behavioral game design: A unified model for designing serious games. Frontiers in Psychology, 5, 28.

    Article  Google Scholar 

  • Tang, J., Zhao, Y (Chris)., Wang, T., & Zeng, Z. (2021). Examining the Effects of Feedback-giving as a Gamification Mechanic in Crowd Rating Systems. International Journal of Human-Computer Interaction, 37(20), 1916–1930. https://doi.org/10.1080/10447318.2021.1917866

    Article  Google Scholar 

  • Teo, T., Doleck, T., Bazelais, P., et al. (2019). Exploring the drivers of technology acceptance: A study of Nepali school students. Educational Technology Research and Development, 67, 495–517. https://doi.org/10.1007/s11423-019-09654-7

    Article  Google Scholar 

  • Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199–210.

    Article  Google Scholar 

  • Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77–92.

    Google Scholar 

  • Yen, L., Chen, C. M., & Huang, H. B. (2016, June). Effects of mobile game-based English vocabulary learning APP on learners' perceptions and learning performance: A case study of Taiwanese EFL learners. In International Conference on e-Learning (p. 255). Academic Conferences International Limited.

  • York, J., & deHaan, J. W. (2018). A constructivist approach to game-based language learning: Student perceptions in a beginner-level EFL context. International Journal of Game-Based Learning (IJGBL), 8(1), 19–40.

    Article  Google Scholar 

  • Yong, M. Y., & Yu, J. J. (2000). Using Games in an EFL class for Children. Dalam Dasjin University ELT Research Paper.

    Google Scholar 

  • Yukselturk, E., Altıok, S., & Başer, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159–173.

    Google Scholar 

  • Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class. Computers & Education, 126, 75–88. https://doi.org/10.1016/j.compedu.2018.07.003

    Article  Google Scholar 

  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Yulin Chen.

Ethics declarations

Informed consent

All participants Informed consent was obtained from all participants who were well informed about the research objectives and contents and were assured about the privacy.

Conflict of Interest

The author declares that she has no conflict of interest.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Below is the link to the electronic supplementary material.

Supplementary file1 (DOCX 31 kb)

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Chen, Y. The effect of using a game-based translation learning app on enhancing college EFL learners’ motivation and learning experience. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11174-6

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10639-022-11174-6

Keywords

  • Game-based learning app
  • Motivation
  • Learning experience
  • Translation
  • Technology Acceptance Model