[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589482-105":59,"doc-detail-589482-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-application-of-mobile-devices-in-the-translation-classroom-research-paper","The Application of Mobile Devices in the Translation Classroom - Research Paper","","Mobile electronic devices in classrooms create real challenges for instructors, yet many teachers view them as opportunities to improve translation instruction quality. This paper examines how mobile devices support translation pedagogy through a focus group of experienced translation instructors and a follow-up survey of 26 English\u003C>Persian instructors. Data provide both qualitative and quantitative evidence on classroom use, including assignments, note-taking, terminology databases, Internet searching, language resources, and peer contact. Findings indicate positive potential and argue for systematic integration into translation curricula to build technological competence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-application-of-mobile-devices-in-the-translation-classroom-research-paper/589482/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-application-of-mobile-devices-in-the-translation-classroom-research-paper/589482.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about mobile devices in translation classes?","Question",{"text":112,"@type":113},"The paper investigates how mobile devices can be used in the classroom for translation pedagogy and how they affect translation teaching and learning activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"It used a focus group interview with translation instructors experienced in using mobile tools, followed by a survey sent to English\u003C>Persian translation instructors, with 26 complete responses.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom activities do teachers most commonly support with mobile tools?",{"text":121,"@type":113},"Teachers encouraged advanced students to use mobile tools for assignments, note-taking, terminology database use, Internet searching, using language resources, and contacting group members.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589482,1792190673,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 6; December 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nThe Application of Mobile Devices in the Translation Classroom  \nHossein Bahri (Corresponding author)  \nSchool of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia  \n[E-mail: hobahri@yahoo.com](E-mail: hobahri@yahoo.com)  \nTengku Sepora Tengku Mahadi  \nSchool of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia  \nDoi:10 .7575/aiac.alls.v.7n.6p.237  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.237](http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.237)  \nReceived: 20/10/2016  \nAccepted: 28/11/2016  \nAbstract  \nWhile the presence of mobile electronic devices in the classroom has posed real challenges to instructors, a growing number of teachers believe they should seize the chance to improve the quality of instruction. The advent of new mobile technologies (laptops, smartphones, tablets, etc.) in the translation classroom has opened up new opportunities for translator trainers to facilitate the process of translator education. The present paper investigates the use of mobile devices in the classroom particularly for translation pedagogy. A focus group interview of translation instructors with experience in using mobile tools in their translation classes was followed by a survey sent to a group of English \u003C> Persian translation instructors of which 26 people filled out the questionnaire completely. The participants of the study provided both qualitative and quantitative data regarding the application of mobile devices in their translation classes. The results showed that the majority of teachers encouraged their advanced level students to use mobile tools for doing classroom assignments followed by note-taking, using terminology databases, searching the Internet, using language resources and contacting their group members. The findings highlight the potentials of mobile devices to have a positive impact on the translation classroom activities and underline the need for their systematic integration into the translation curriculum as part of the tools contributing to the development of technological competence.  \nKeywords: application, mobile devices, translation classroom, translator education  \n1. Introduction  \nThe widespread nonacademic use of mobile devices such as the common cell phone in college classrooms is a real challenge to educators. Research on the application of mobile digital tools (laptops, smartphones, tablets, etc.) in the classroom has sometimes yielded conflicting results depending on the devices under investigation, types of users, and the learning context and situation. Whereas some studies have found negative (Jacobson & Forste, 2011; Lepp et al., 2015; Sanchez-Martinez & Otero, 2009) or even ambivalent (Lam & Tong, 2012) relationships between students ’frequent use of digital devices (mostly cell phones) in the classroom and their academic performance, the application of these devices to support learning is increasingly becoming more popular in many universities and colleges. For example, Yeshi & Aagard (2011) reviewed literature on the use of cell phones for college teaching and found that the majority of studies supported their application to enhance students’ learning and interaction even though they acknowledged the existence of some limitations.  \nIn another study Foti & Mendez (2014) found that the majority of university students used their mobile devices to support learning even when they were out of their classes. Students also utilized their mobile tools to enhance their‘role’ as active responsible students when they communicated with the teachers conveniently through their emails (ibid) .  \nThe results of a Pearson Education (2015) survey showed that the rate of device ownership and device usage were almost the same. The","cbCain0ivxavWLdd","https://ap.wps.com/l/cbCain0ivxavWLdd","pdf",216072,"English","# Introduction\n## Mobile devices challenges and opportunities\n## Device ownership and learning apps\n## Evidence from studies on digital and mobile use","[{\"question\":\"What question does the study investigate about mobile devices in translation classes?\",\"answer\":\"The paper investigates how mobile devices can be used in the classroom for translation pedagogy and how they affect translation teaching and learning activities.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a focus group interview with translation instructors experienced in using mobile tools, followed by a survey sent to English\\u003c\\u003ePersian translation instructors, with 26 complete responses.\"},{\"question\":\"What classroom activities do teachers most commonly support with mobile tools?\",\"answer\":\"Teachers encouraged advanced students to use mobile tools for assignments, note-taking, terminology database use, Internet searching, using language resources, and contacting group members.\"}]","The Application of Mobile Devices in the Translation Classroom - Research Paper | PDF",1792067443,15]