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Facing the technological challenge

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18 diapositives · 352 Views · Sep 03, 2014

This study explores the perceptions of Translation and Interpreting students in Spain regarding their computer skills, training in translation technologies, and the efficiency of various tools. Through an online survey of 104 students, the research analyses differences in perceptions based on academic year and reveals significant correlations among perceived adequacy of content, effectiveness of translation processes, and the importance of maintaining a professional online presence. The results indicate that higher-level students are more aware of translation technologies and effectively utilize resources, despite limited use of social networks for professional purposes.

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  1. Facing the technological challenge The use and perception of translation technologies. A students’ perspective. Olga Vert & Christian Olalla-Soler Spanish Translation and Interpreting Students Association

  2. Index • Aims • Variables • Methodology • Results • Conclusions

  3. Aims • To describe the perception of the student’s computer skills • To describe how students perceive their training in translation technologies in their degrees • To describe the efficiency of use of some resources and tools • To observe how students use social networks • To describe the perception of the importance of their presence on the internet

  4. Variables • Independent variable: year • 1stcycle (1st and 2nd year) • 2ndcycle (3rd, 4th and 5th year) • Graduates • Dependent variables (up to 13 in the full study): • Overall perception of computer skills () • Index of perception of adequacy of the contents regarding technology and computer skills for translators () • Index of effectiveness of the translation process from a technological perspective () • Index of awareness of one’s image on the Internet ()

  5. Methodology • Online survey • Population: Translation and Interpreting students in Spain • Sample: • 1st cycle: 30 • 1st year: 2 • 2nd year: 28 • 2nd cycle: 55 • 3rd year: 19 • 4th year: 30 • 5th year: 6 • Graduates: 19 • Total: 104

  6. Methodology • Statistical tests: • Normal distribution: Kolgomorov-Smirnov test • Relationship between variables: • Normal distribution: Pearson’s correlation • Non-normal distribution: Spearman’s Rho • Differences between variables: • Normal distribution: 1 factor ANOVA. If significant: Scheffé’s test, Bonferroni’s test, Tuckey’s test and DMS test. • Non-normal distribution: Kruskal-Wallis test. If significant: Mann-Whitney’s test • Signification level: 0,05 • Scales: very low – low – average – high – very high ! Standard error bars are provided in almost all graphics.

  7. Results

  8. Overall perception of computer skills Relationship: Yes: Rho: 0,343, p-value: 0,01 Differences: 1st 2nd cycle: Yes (Mann-Whitney: 400,00, Z: -4,002, p-value: 0,000) 2nd cycle – graduates: No 1st cycle – graduates: Yes (Mann-Whitney: 142,00, Z: -3,020, p-value: 0,003)

  9. Perception of adequacy of the contents regarding technology and computer skills for translators Relationship: Yes: P. corr.: 0,186, p-value: 0,03 Differences: 1st 2nd cycle: Yes (Bonferroni: -2,606, p-value: 0,044) 2nd cycle – graduates: No 1st cycle – graduates: No

  10. Effectiveness of the translation process from a technological perspective Relationship: Yes: P. corr.: 0,356, p-value: 0,000 Differences: 1st 2nd cycle: Yes (Bonferroni: -6.5696, p-value: 0,044) 2nd cycle – graduates: No 1st cycle – graduates: Yes (Scheffé:-12.8491, p-value: 0,001)

  11. Importance of having a professional Website Relationship: Yes: P. corr.: 0,340, p-value: 0,000 Differences: 1st 2nd cycle: Yes (Scheffé: -0,8848, p-valor:)0,039 2nd cycle – graduates: No 1st cycle – graduates: Yes (Scheffé: -1,5614, p-valor: 0,003)

  12. Awareness of one’s image on the Internet Relationship: No: Rho: 0,129, p-value: 0,191 Differences: 1st 2nd cycle: No 2nd cycle – graduates: No 1st cycle – graduates: No Kruskal-Wallis: chi-square: 2,318, p-value: 0,314

  13. Social networks

  14. Tools: word processors

  15. Tools: CAT tools

  16. Conclusions • 9/13 variables have a positive correlation: perception depends on the student’s course • 8/13 variables show differences between some groups. Some variables depend on the input received in class— as the majority of Spanish degrees on Translation and Interpreting in Spain have specific courses on translation technologies in the first or second year (1st cycle). • The average of perception of efficiency of use of translation technologies is high. • Social networks are mainly used for personal purposes. • The highest the course is, the more resources and tools are known, but not necessarily used. • Free software in translation technologies is well-known and also frequently used.

  17. Full report here: http://bit.ly/aeti_report (in Spanish only)

  18. Thank you for your attention! Spanish Translation and Interpreting Students Association http://aetioficial.es | contacto.aeti@aetioficial.es Christian Olalla-Soler& Olga Vert