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Laparoscopic Endoscopic Surgical Science Developing Understanding Through EFL Studentsí Translation of Answers on Essay Tests [ALRJournal]
ALRJournal. 2019; 3(3): 22-30 | DOI: 10.14744/alrj.2019.54254

Developing Understanding Through EFL Studentsí Translation of Answers on Essay Tests

Hamidreza Mahboudi
English Department, University College Of Rubbi Rashid, Tabriz, Iran

Contrastive analysis course is a one-semester course now widely taught at the undergraduate level in Iran. EFL students have different types of goal orientations, but all teachers agree that student success depends on learning concepts rather than memorization of facts. Nevertheless, there is a problem with studentsí belief that success in CA relies on memorization. This popular fallacy causes students to take CA course with the wrong attitude. The sample composed of 30 translation students (6 males and 24 females) studying at the University College of Rub-bi Rashid, Tabriz, Iran. Two essay tests of contrastive analysis were administered. The first test included five limited essay questions along with the requested translations of answers. The second test included the same questions without a translation request and was administered two weeks later. The collected data were analyzed via analysis of paired sample t-test, and the results revealed a significant difference in the scores of students on the first test (M=9.52, SD=3.095) and the second test (M=11.17, SD=3.029); t=-9.492, p = 0.000. It was concluded that fear of translation request prevents students from mindlessly reciting course content, and thus, develops understanding and scores. The results of this study promise pedagogical implications for EFL practitioners, teachers as well as test developers.

Keywords: contrastive analysis, essay question, memorization, translation, understanding

Hamidreza Mahboudi. Developing Understanding Through EFL Studentsí Translation of Answers on Essay Tests. ALRJournal. 2019; 3(3): 22-30

Corresponding Author: Hamidreza Mahboudi, Iran
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