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首页> 外文期刊>Computer assisted language learning >Investigating student attention, meditation, cognitive load, and satisfaction during lectures in a foreign language supported by speech-enabled language translation
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Investigating student attention, meditation, cognitive load, and satisfaction during lectures in a foreign language supported by speech-enabled language translation

机译：在通过语音语言翻译支持的外语中讲座中调查学生注意力，冥想，认知负荷和满意度

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In this study, we applied speech-enabled language translation (SELT) during lectures in a foreign language. The SELT program received input from the instructor's speech and generated translated texts that were shown to students during lectures. We tested the feasibility of our approach specifically with regard to how it facilitates student attention and meditation. In addition, we assessed student perceived cognitive load and satisfaction during lectures with SELT support. To this end, we hired sixty students who attended lectures in English as a foreign language. The students were randomly divided into three groups: (1) Control group 1, with students who learned lecture content with no support, (2) Control group 2, with students for whom transcriptions in the instructional language (i.e. English as a foreign language) were shown during lectures, and (3) the Experimental group, with students for whom SELT-texts (i.e. translated transcriptions from English into the students' native language) were shown during lectures. We compared the attention, meditation, and perceived cognitive load of the students in the three groups and found that the SELT-texts were the most beneficial for student learning. When the SELT-texts were presented, student attention and meditation levels were the highest compared to those of the students in the other two groups. In addition, students perceived lower cognitive load during lectures in a foreign language with SELT support. Finally, the students were satisfied with their learning experience when SELT-texts were presented. Based on our results, several implications are drawn, and suggestions are provided.
机译：在这项研究中，我们在外语中讲座期间应用了启用语言翻译（SELT）。 SELT计划从教师的语音收到输入，并生成的翻译文本，这些文本在讲座期间向学生展示。我们测试了我们的方法的可行性，特别是在促进学生的关注和冥想方面。此外，我们还评估了学生在与Selt支持的讲座期间感知的认知负荷和满足感。为此，我们聘请了六十名学生，他们以英语为例作为外语。学生随机分为三组：（1）控制组1，与学生学习讲座内容没有支持，（2）控制组2，与教学语言的转录（即英语为外语）的学生在讲座期间显示在讲座期间，和（3）实验组，讲座期间显示了SELT-METTERS的学生（即从英语翻译成学生的母语）。我们比较了三个群体中学生的注意力，冥想和感知认知负荷，发现Selt文本对学生学习最有利。当提出Selt文本时，与其他两组的学生相比，学生注意力和冥想水平最高。此外，学生在外语的讲座中感知较低的认知负荷，并通过Selt支持。最后，当提出了Selt文本时，学生对他们的学习经历感到满意。根据我们的结果，绘制了几种影响，提供了建议。

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