Analysis of Micro Translation Strategies Used by the Main Character in Subtitle Conversation Movie “Guardians of the Galaxy Vol 2”

The aim of this research is to identify the micro-strategies and quality of translation used by the translator in the subtitle conversation of the main character in the movie “Guardians of the Galaxy Vol 2”. The data sources used are words, phrases, and sentences found in the main character's utterances. The method employed in this study's method of translation was descriptive and qualitative in character of Schjoldager et al. (2008) followed by a quality assessment of the translation by Nababan, et al. (2012) with the following steps: 1) find the data analyzed in the film; 2) classify the micro-strategies and quality; 3) find the conclusions. There are some reasons for using these micro-strategies and qualities: 1) more detailed and specific; 2) more accurate in assessing the quality of the translation. The objectives of this study are: 1) to analyze and classify the data based on the category of micro-strategies; 2) identify the quality of the translation; 3) to find out what type of translation is used most often and what is the quality of the translation as a whole. As a result, the direct translation strategy is the one that translators utilize the most frequently, which reaches 77 data with a percentage of (42.55%). This strategy makes it easier for the target language because this translation emphasizes the translation of the words, so all source language information is conveyed correctly. The researcher also found that the direct translation technique has a higher percentage of translation quality than other translation techniques. The researcher concludes that direct translation is a translation that is more efficient to use for a translation because the target language quickly understands it

The Use of Google Translate in the Translation Class at English Education Study Program Pattimura University

This research aimed to discover how students used Google Translate (GT), their refinement efforts, and their perceptions towards using GT in The Translation Class. The research participants were students in The Translation Class of the English Education Study Program at Pattimura University in the academic year 2022/2023. An explanatory sequential mixed method design was used in this study. The qualitative data were obtained from observation and interview and analyzed using thematic analysis. Meanwhile, the quantitative data was obtained from a questionnaire and analyzed using descriptive statistics. The results showed that students mostly used GT to facilitate translation tasks, especially for assignments, learning materials, and new vocabulary. In the classroom, GT was allowed for assignments but prohibited during exams, while students were free to use it at home. Students usually try to translate independently before using GT. They recognized the limitations of GT and made efforts to confirm and improve the translation. Despite these shortcomings, students maintained positive perceptions regarding the usefulness of GT in the Translation Classroom. These findings highlight differences in students' attitudes and perceptions towards GT and its role in translation classrooms

The Students’ Engagement in Foreign Language Learning through ICT Incorporation

In this 21st century, the incorporation of Information and Communication Technology (ICT) has become a prominent practice in various educational domains, including the learning of languages in the classroom. However, there are a small number of teachers who are not familiar with incorporating ICT in their classrooms due to numerous causes. By the given situation, this study aims to identify the disparities in students' engagement between English as a Foreign Language (EFL) classrooms that utilize Information and Communication Technology (ICT) and those that do not. Additionally, it seeks to determine the predominant and higher forms of engagement in these two types of EFL classrooms. A descriptive qualitative approach was applied in this research. To obtain the data, the authors examined the level of student involvement during teaching and learning activities in two types of classrooms: those that employed ICT (Information and Communication Technology) and those that did not. Subsequently, the acquired data was scrutinized and categorized based on the parameters of students' involvement (behavioral, cognitive, and emotional). The results indicate that both classrooms are primarily characterized by students' behavioral involvement. The class that included ICT in its teaching and learning process experienced a 9.5% increase in students' cognitive engagement. The implication of this research is to encourage teachers to incorporate ICT in the classroom so that the students’ three engagement types can be achieved better proportionally

Enhancing Critical Thinking through AI-Assisted Collaborative Task-Based Learning: A Case Study of Prospective Teachers in Japan

This study explores the potential of integrating generative AI into collaborative task-based language learning to foster critical thinking (CT) skills in computer-assisted learning environments. Employing a mixed-methods approach, the research examines the experiences of 18 pre-service teachers engaging in AI-assisted collaborative activities. Quantitative analysis of the Critical Thinking Disposition Scale and qualitative analysis using the modified grounded theory approach (M-GTA) reveal that AI tools can alleviate collaboration challenges by bridging perceptual gaps, clarifying objectives, and promoting deeper understanding. The findings suggest that AI-assisted collaborative learning enhances students’ intellectual autonomy, creativity, and digital literacy skills. However, the effectiveness of AI tools in fostering collaboration depends on their proper application, the supportive role of educators, and the careful design of evaluation criteria. The study emphasizes the importance of balancing the use of AI tools with authentic language production and highlights the crucial role of educators in moderating discussions and providing guidance where AI tools may have limitations. While the findings offer valuable insights, the study acknowledges its limitations and recommends future research to explore the impact of AI-assisted collaborative learning on CT with larger and more diverse samples

Translation Analysis of Morphological Process and Translation Techniques on Subtitle the Barbie Life in the Dreamhouse Series

The aim of this research is to describe and identify the translation techniques, and morphological processes used, by translators in subtitle conversations of characters in web-series that translators use in subtitle conversations of main characters in films. This research focuses on translation and is qualitative in nature. Statements that have morphological elements and are the results of conversations with informants are the type of data used in this research. Utilizing the Morphology process by Yule (1996), data analysis is carried out simultaneously with the data collection process. The researcher concluded that translation techniques by Molina & Albir (2002) were used in the process of transforming the Source Language into the Target Language; In total, there are five morphological processes and 16 of the 18 translation techniques are used. Among the translation techniques, Linguistic Amplification is 16.46%, Literal Translation is 11.39%, for Borrowing (Pure and Naturalization), followed by Equivalence Determination, Generalization, and Variation with the same amount, namely 10.13%, Substitution 6.33%, Amplification followed by Linguistic Compression, and Particularization 5.06%, Compensation and Transposition also have the same results with 2.53%, Adaptation followed by Description, Discursive Creation, and Modulation with 1.27%. Affixation, there is a Suffix of 35.71%, and a Prefix of 7.14%. Non-Affixation includes Compounding 28.57%, Borrowing 14.29%, Acronyms 7.14%, and Clipping 7.14% all of which are morphological processes. Translation techniques and the Morphology process are appropriate strategies to be used as the first choice in analyzing the results of this research because they can produce significant contributions in a practical context. Based on the research findings, several practical implications can be identified, including the results of this research can help develop an understanding of the phenomenon under study. for a translator or related parties, providing guidance and recommendations to a translator in developing policy strategies or best practices in relevant fields. The researcher also concluded that translation techniques and morphological processes can be interrelated with the meaning conveyed

From Teacher Talk to Embodied Actions: Investigating an EFL Primary School Teacher’s Classroom Interactional Competence

Teacher talk and embodied actions constitute an essential aspect to facilitate students’ learning and learning opportunities in EFL classroom interactions. Nevertheless, evidence has shown that the ways an EFL teacher employs teacher talk and embodied actions are still under-explored, particularly in the Indonesian EFL primary school context. Therefore, the present study is aimed at scrutinising an EFL primary school teacher's use of embodied actions along with teacher talk that leads to classroom interactional competence. Using a conversational analysis approach, the present study inspected six naturally occurring lessons conducted by a female English teacher teaching in the fifth grade. Twenty-six students were involved as the subjects. Moreover, the data of the current study were garnered using observations and included the teacher’s instructional artifacts. Findings reveal some embodied actions were used by the teacher during the classroom interactions. In this case, the teacher’s gazes were found to be directed at a particular student, a group of students, and objects in the classroom. Also, such gazes were found to be accompanied by deictic gestures, metaphoric gestures or beats that were used by the teacher to elicit responses from the students. Moreover, iconic gestures were also found in the data as the teacher was trying to introduce a new vocabulary. The present study reaches a conclusion that most of the interactional features found in conformity with the pedagogical goals for each micro-context or mode were used to support and mediate the students’ learnin

AI-Assisted Writing Tools and the Perceptions of Fairness in University Writing Courses and Assessments: An Analysis through Equity Theory

Nowadays, with the rapid breakthroughs in software and AI technology, the growing use of AI among university students has sparked considerable debate. In this context, the present research seeks to understand the impact of AI-assisted writing tools on students' perceptions of fairness, academic integrity, and their learning outcomes. An exploratory sequential design was used in this study, beginning with two focus groups to gather qualitative insights that informed the development of a 22-item survey. The survey was then administered to 107 students from the English departments at three institutions of Mohamed V University: FLSH, FSE, and ENS. The results indicate that AI use significantly affects students’ perceptions of fair assessment, with many viewing it as a tool that enhances work quality and academic grades. However, the use of AI is also associated with reduced motivation, lower willingness to invest effort, and diminished self-confidence. To address these challenges, participants suggested alternative assessment methods, including oral exams, tasks that emphasize critical thinking and creativity, and group work. By Analyzing these findings through the lens of Equity Theory and in light of existing research, this study offers insights into the evolving dynamics of fairness and academic integrity in the era of AI. It also offers recommendations for adapting assessment practices to maintain equity and integrity in higher education

Contrastive Analysis of Noun-Adjective Word Order in Students' Writing: A Case Study of Common Core Classes in a Moroccan Public High School

This study explores word order patterns, specifically focusing on the noun-adjective inversion observed in the written language among EFL learners in a Moroccan public high school class. In a case study design with 102 participants, error analysis of learners’ produced language reveals a consistent and frequent deviating pattern as a result of negative transfer from L1 to L2, aligning with the interlanguage hypothesis. The findings enable Moroccan English teachers to predict and address language errors through tailored teaching strategies. Notably, a cross-sectional approach using controlled words unscrambling activity demonstrates the learners’ consistent deviation from English word order, except for instances of familiar phrases, suggesting exposure plays a key role in language accuracy. English teachers in Morocco can significantly profit from these findings by using them to anticipate, react, and modify their teaching strategies. Crucially, using well-known sentences correctly emphasizes how important repeated exposure is to language acquisitio

Improving Student’s Motivation and Learning Outcomes through Canva in English Learning at Middle Schools

Increasing student motivation and learning outcomes can be done by utilizing technology in the learning process. The objective of this study was to describe students' perspectives on the use of the Canva in English class. The type of research was descriptive qualitative. The subjects of the study were students of class VIII of SMP Muhammadiyah 7 Surakarta. The sampling method used purposive sampling. Data collection techniques used questionnaires, observations, and interviews. Before the instrument was used, validation was carried out by experts (supervisors), and the collected data was validated using source triangulation and triangulation of data collection methods. Data analysis used qualitative analysis. The results of the study were: (1) Teachers use Canva in English classes for three reasons. First, to display learning materials interactively. Second, to create interesting worksheets. Third, for students to do assignments with Canva; (2) Students' perspectives on Canva as a mediua in English classes showed good results. Students agreed and gave positive responses regarding Canva as a media in learning English. Students agreed that Canva is a good mediua to use in learning English. The conclusion is that the use of Canva as a learning media can increase students' learning motivation and learning outcomes. The implication of the results of this study is that teachers can use the Canva application as a learning medium

A Critical Study of Metalinguistic Corrective Feedback in the Essays by XII Students of JNV Patan

Corrective feedback (CF) is a vital aspect in the field of English language teaching, which is complex and continually evolving. English language teachers dedicate significant time and effort to provide feedback on students' writing performance. There is an ongoing debate regarding the efficacy of the teachers’ CF to improve the learners’ English writing competency. Empirical studies on CF in the Indian context are scarce. This study looks at how direct focused metalinguistic and non-metalinguistic written corrective feedback (WCF) affects the use of noun inflections in English descriptive essays written by Class XII students of Jawahar Navodaya Vidyalaya, Patan. The study involves two experimental groups and one control group of ten students each; the first group received metalinguistic WCF; the second received non-metalinguistic WCF; and the control group received no feedback. A pretest-treatment-post-test-delayed post-test format was utilized to extract the data. The findings suggest that the teacher's targeted direct metalinguistic WCF led to inconsistent improvements in the learners' written output. However, this approach has certain limitations, including issues related to time frame, scaffolding, personalized feedback, as well as sustained teacher’s monitoring, and other factors pertaining to learners’ proficiency, personality, retention, and revision