Ensino de visão e interpretação bilateral online
percepções dos alunos sobre o feedback do professor
DOI:
https://doi.org/10.35699/1983-3652.2022.39545Palavras-chave:
Feedback do professor, Percepções dos alunos, Feedback digital, Interpretação visual e bilateral, Feedback centrado no alunoResumo
Este estudo procurou compreender as percepções dos alunos sobre o feedback fornecido pelos professores do curso de visão e interpretação bilateral online. Usando uma perspectiva centrada no aluno, administramos uma pesquisa baseada em questionário para 95 estudantes de graduação. Investigamos questões relacionadas à eficácia do feedback online no nível cognitivo (compreender e usar o feedback) e psicológico (reações afetivas), incluindo desafios associados ao método de entrega ou à natureza do feedback e às expectativas dos alunos. Os resultados da pesquisa indicaram que os alunos têm diferentes preferências, necessidades e reações emocionais ao feedback online. O estudo recomenda ensinar interpretação remota para acompanhar os requisitos tecnológicos e considerar as diferentes variáveis que afetam o processo de feedback. Com base na literatura, propusemos um modelo para desenvolver a capacidade dos alunos de entender e agir de acordo com o feedback do professor na sala de aula de interpretação e preencher a lacuna entre as crenças dos professores e as expectativas dos alunos sobre 'bom feedback'. A melhor lição aprendida com esse estudo é que o ensino e o feedback online são valiosos e satisfazem as necessidades emocionais de alguns alunos. Portanto, sugerimos o uso de um modelo misto para interpretar métodos de ensino e feedback em um futuro próximo.
Downloads
Referências
AHMAD, D.; ARIFIN, M. A. Exploring student achievement and perceptions in an online flipped grammar course. Indonesian Journal of Applied Linguistics, v. 10, n. 3, Jan. 2021. DOI: 10.17509/ijal.v10i3.31750. Available from: https://ejournal.upi.edu/index.php/IJAL/article/view/31750. Visited on: 4 Aug. 2022.
CARLESS, D.; BOUD, D. The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, v. 43, n. 8, p. 1315–1325, Nov. 2018. DOI: 10.1080/02602938.2018.1463354. Available from: https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1463354. Visited on: 4 Aug. 2022.
CARSTEN, S.; CIOBANU, D.; MANKAUSKIENE, D. The challenge of evaluating open interpreter training resources: case study of ORCIT. The Interpreter and Translator Trainer, v. 15, n. 4, p. 490–505, Oct. 2021. DOI: 10.1080/1750399X.2020.1867407. Available from: https://www.tandfonline.com/doi/full/10.1080/1750399X.2020.1867407. Visited on: 4 Aug. 2022.
CHAPPELL, P. A sociocultural account of the role of imitation in instructed second language learning. Journal of linguistics and language teaching, v. 3, n. 1, p. 61–91, 2012.
HENDERSON, M. et al. Conditions that enable effective feedback. Higher Education Research & Development, v. 38, n. 7, p. 1401–1416, Nov. 2019. DOI: 10.1080/07294360.2019.1657807. Available from: https://www.tandfonline.com/doi/full/10.1080/07294360.2019.1657807. Visited on: 4 Aug. 2022.
HOO, H.-T.; DENEEN, C.; BOUD, D. Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education, v. 47, n. 3, p. 444–457, Apr. 2022. DOI: 10.1080/02602938.2021.1925871. Available from: https://www.tandfonline.com/doi/full/10.1080/02602938.2021.1925871. Visited on: 4 Aug. 2022.
KARABAN, V.; KARABAN, A. Exploring the potential for CAI implementation in interpreter training in Ukraine. Ed. by T. Andrienko, S. Potapenko and L. Slavova. SHS Web of Conferences, v. 105, p. 02002, 2021. DOI: 10.1051/shsconf/202110502002. Available from: https://www.shs-conferences.org/10.1051/shsconf/202110502002. Visited on: 4 Aug. 2022.
KIM, D. Flipped interpreting classroom: flipping approaches, student perceptions and design considerations. The Interpreter and Translator Trainer, v. 11, n. 1, p. 38–55, Jan. 2017. DOI: 10.1080/1750399X.2016.1198180. Available from: https://www.tandfonline.com/doi/full/10.1080/1750399X.2016.1198180. Visited on: 4 Aug. 2022.
KO, L. Teaching Interpreting by Distance Mode: An Empirical Study. Meta, v. 53, n. 4, p. 814–840, Jan. 2009. DOI: 10.7202/019649ar. Available from: http://id.erudit.org/iderudit/019649ar. Visited on: 4 Aug. 2022
KRAPIVKINA, O. A. Sight translation and its status in training of interpreters and translators. Indonesian Journal of Applied Linguistics, v. 7, n. 3, p. 695, Jan. 2018. DOI: 10.17509/ijal.v7i3.9820. Available from: http://ejournal.upi.edu/index.php/IJAL/article/view/9820. Visited on: 4 Aug. 2022.
LEE, J. Feedback on feedback: Guiding student interpreter performance. The International Journal of Translation and Interpreting Research, v. 10, n. 1, Feb. 2018. DOI: 10.12807/ti.110201.2018.a09. Available from: http://www.trans-int.org/index.php/transint/article/view/640. Visited on: 4 Aug. 2022.
LEIGHTON, J. P. Students’ Interpretation of Formative Assessment Feedback: Three Claims for Why We Know So Little About Something So Important. Journal of Educational Measurement, v. 56, n. 4, p. 793–814, Dec. 2019. DOI: 10.1111/jedm.12237. Available from: https://onlinelibrary.wiley.com/doi/10.1111/jedm.12237. Visited on: 4 Aug. 2022.
MOLLOY, E.; BOUD, D.; HENDERSON, M. Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, v. 45, n. 4, p. 527–540, May 2020. DOI: 10.1080/02602938.2019.1667955. Available from: https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1667955. Visited on: 4 Aug. 2022.
NAQEEB, H.; AWAD, A. Learning Styles as Perceived by Learners of English as a Foreign Language in the English Language Center of The Arab American University - Jenin, Palestine. An- Najah Journal for Research. (Humanities), v. 25, n. 8, p. 2231–2256, 2011. Available from: https://www.aaup.edu/sites/default/files/Publications/learning-styles-perceived-learners-english-foreign-language-english-language-center-arab-american-un.pdf. Visited on: 4 Aug. 2022.
O’DONOVAN, B. M. et al. What makes good feedback good? Studies in Higher Education, v. 46, n. 2, p. 318–329, Feb. 2021. DOI: 10.1080/03075079.2019.1630812. Available from: https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1630812. Visited on: 4 Aug. 2022.
OGANGE, B. O. et al. Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment. Open Praxis, v. 10, n. 1, p. 29, Jan. 2018. DOI: 10.5944/openpraxis.10.1.705. Available from: https://openpraxis.org/article/10.5944/openpraxis.10.1.705/. Visited on: 4 Aug. 2022.
OMER, A.; ABDULARHIM, M. The criteria of constructive feedback: The feedback that counts. Journal of Health Specialties, v. 5, n. 1, p. 45, 2017. DOI: 10.4103/2468-6360.198798. Available from: http://www.thejhs.org/text.asp?2017/5/1/45/198798. Visited on: 4 Aug. 2022.
RAYMOND, B. L.; FOWLER, L. C.; ROBERTSON, A. C. The Impact of Converting From an ’Educator-Driven’ to a ’Learner-Initiated’ Feedback Model. The journal of education in perioperative medicine, v. 21, n. 3, e627, July 2019. Available from: https://europepmc.org/articles/PMC6972969. Visited on: 4 Aug. 2022.
RYAN, T.; HENDERSON, M.; PHILLIPS, M. Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, v. 50, n. 3, p. 1507–1523, May 2019. DOI: 10.1111/bjet.12749. Available from: https://onlinelibrary.wiley.com/doi/10.1111/bjet.12749. Visited on: 4 Aug. 2022.
SUSILANA, R.; HUTAGALUNG, F.; SUTISNA, M. R. StudentsÂ’ Perceptions toward Online Learning in Higher Education in Indonesia during COVID-19 Pandemic. Elementary Education Online, v. 19, n. 4, p. 9–9, May 2020. DOI: 10.17051/ilkonline.2020.04.101. Available from: https://ilkogretim-online.org/?mno=19057. Visited on: 4 Aug. 2022.
TORRES, J.; ANGUIANO, C. ‘Interpreting Feedback: A Discourse Analysis of Teacher Feedback and Student Identity’. Practitioner Research in Higher Education Journal, v. 10, n. 2, p. 2–11, 2016.
VAN DE RIDDER, J. M. M. et al. What is feedback in clinical education?: Feedback in clinical education. Medical Education, v. 42, n. 2, p. 189–197, Jan. 2008. DOI: 10.1111/j.1365-2923.2007.02973.x. Available from: https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2007.02973.x. Visited on: 4 Aug. 2022.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Amina Tahraoui
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Este é um artigo em acesso aberto que permite o uso irrestrito, a distribuição e reprodução em qualquer meio desde que o artigo original seja devidamente citado.