Експериментальна перевірка ефективності аудіовізуальних засобів, адаптованих для майбутніх перекладачів
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2025
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У межах статі надано узагальнений огляд розроблених рекомендацій щодо адаптування аудіовізуальних засобів (надалі - АВЗ) для майбутніх перекладачів. Метою статті є здійснення експериментальної перевірки ефективності таких АВЗ. Для цього було проведено експеримент, у межах якого з’ясовано, що експериментальна група, яка переглядала адаптований АВЗ, краще зрозуміла та запам’ятала нову інформацію, а також доклала для цього менше когнітивних зусиль, ніж контрольна, яка переглядала не адаптований АВЗ. Проведене дослідження уточнило методику розробки навчальних матеріалів для формування професійної компетентності майбутніх перекладачів. Перспективи подальших досліджень полягають у проведенні подальших перевірок адаптованих АВЗ.
This paper provides an overview of the recommendations for adapting audiovisual aids (hereinafter referred to as AVAs) for future translators. The adaptation process consists of three stages. During the first stage, an instructor chooses an AVA that best suits their needs. They then use the suggested recommendations to check whether its design is optimal. After conducting all the necessary checks, the instructor edits the chosen AVA to address any shortcomings. This paper aims to assess the effectiveness of adopted AVAs. To this end, an experiment was conducted to compare the effectiveness of an adopted AVA with that of an AVA created without adhering to the aforementioned recommendations. The participants were divided into two groups. One group watched an adopted AVA and the other watched a regular AVA. For this purpose, a video describing how to talk about human appearance politely in English was used. A comprehension test was then conducted to assess educational outcomes. This consisted of 20 questions testing how well the students had memorised and understood the new information. The participants also completed a survey focused on assessing the cognitive effort they expended in comprehending the information in the AVA they had watched. The reliability of the comprehension tests used during the experiment was assessed using KR-20. The results of the experiment were analysed using Welch's t-test and Cohen's d. The results of the experiment showed that students in the experimental group, who viewed the adapted AVA, understood and remembered the new information better than students in the control group who watched the standard AVA. Furthermore, the students in the experimental group made less cognitive effort to understand the information than the students in the control group who viewed the non-adapted AVA. The results described support the conclusion that the recommended AVAs, which were created according to the suggested recommendations, are effective. The study refined the methodology for developing teaching materials to foster the professional competence of future translators. At the same time, further research prospects lie in testing the adapted AVAs under different circumstances.
This paper provides an overview of the recommendations for adapting audiovisual aids (hereinafter referred to as AVAs) for future translators. The adaptation process consists of three stages. During the first stage, an instructor chooses an AVA that best suits their needs. They then use the suggested recommendations to check whether its design is optimal. After conducting all the necessary checks, the instructor edits the chosen AVA to address any shortcomings. This paper aims to assess the effectiveness of adopted AVAs. To this end, an experiment was conducted to compare the effectiveness of an adopted AVA with that of an AVA created without adhering to the aforementioned recommendations. The participants were divided into two groups. One group watched an adopted AVA and the other watched a regular AVA. For this purpose, a video describing how to talk about human appearance politely in English was used. A comprehension test was then conducted to assess educational outcomes. This consisted of 20 questions testing how well the students had memorised and understood the new information. The participants also completed a survey focused on assessing the cognitive effort they expended in comprehending the information in the AVA they had watched. The reliability of the comprehension tests used during the experiment was assessed using KR-20. The results of the experiment were analysed using Welch's t-test and Cohen's d. The results of the experiment showed that students in the experimental group, who viewed the adapted AVA, understood and remembered the new information better than students in the control group who watched the standard AVA. Furthermore, the students in the experimental group made less cognitive effort to understand the information than the students in the control group who viewed the non-adapted AVA. The results described support the conclusion that the recommended AVAs, which were created according to the suggested recommendations, are effective. The study refined the methodology for developing teaching materials to foster the professional competence of future translators. At the same time, further research prospects lie in testing the adapted AVAs under different circumstances.
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Ключові слова
аудіовізуальні засоби, майбутні перекладачі, педагогіка, професійна компетентність, формування професійної компетентності, ЗВО, іноземні мови, освіта, audiovisual aids, future translators, pedagogy, professional competence, development of professional competence, higher education institutions, foreign languages, education
Бібліографічний опис
Домаренко М. Експериментальна перевірка ефективності аудіовізуальних засобів, адаптованих для майбутніх перекладачів [Текст] / М. Домаренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2025. – № 6 (146). – С. 327–338. – DOI: 10.24139/2312-5993/2025.06/327-338