Criminal intent or cognitive dissonance: how does student self plagiarism fit into academic integrity?

The discourse of plagiarism is speckled with punitive terms not out of place in a police officer's notes: detection, prevention, misconduct, rules, regulations, conventions, transgression, consequences, deter, trap, etc. This crime and punishment paradigm tends to be the norm in academic settings. The learning and teaching paradigm assumes that students are not filled with criminal intent, but rather are confused by the novel academic culture and its values. The discourse of learning and teaching includes: development, guidance, acknowledge, scholarly practice, communicate, familiarity, culture. Depending on the paradigm adopted, universities, teachers, and students will either focus on policies, punishments, and ways to cheat the system or on program design, assessments, and assimilating the values of academia. Self plagiarism is a pivotal issue that polarises these two paradigms. Viewed from a crime and punishment paradigm, self plagiarism is an intentional act of evading the required workload for a course by re-using previous work. Within a learning and teaching paradigm, self plagiarism is an oxymoron. We would like to explore the differences between these two paradigms by using self plagiarism as a focal point

The Reform of Cultivation Mode of Chinese University English Translation Talents in the Age of Artificial Intelligence

The advent of the era of artificial intelligence will make artificial intelligence steadily integrate into the cultivation mode for translation talents, greatly innovate the concepts and methods of translation teaching in college English in China, and continuously improve the quality of talent cultivation. The paper aims to analyze the connotation and main characteristics of artificial intelligence, and then probe into the current situation of English translation talents cultivation in Chinese universities. Finally, it puts forward the path of reform of the cultivation mode for translation talents from the aspects of the objectives of translation talent cultivation and curriculum system, teaching philosophy and teaching methods, teaching resources and teaching tools as well as the teaching evaluation

Exploring the effectiveness of ChatGPT-based feedback compared with teacher feedback and self-feedback: Evidence from Chinese to English translation

ChatGPT,a cutting-edge AI-powered Chatbot,can quickly generate responses on given commands. While it was reported that ChatGPT had the capacity to deliver useful feedback, it is still unclear about its effectiveness compared with conventional feedback approaches,such as teacher feedback (TF) and self-feedback (SF). To address this issue, this study compared the revised Chinese to English translation texts produced by Chinese Master of Translation and Interpretation (MTI) students,who learned English as a Second/Foreign Language (ESL/EFL), based on three feedback types (i.e., ChatGPT-based feedback, TF and SF). The data was analyzed using BLEU score to gauge the overall translation quality as well as Coh-Metrix to examine linguistic features across three dimensions: lexicon, syntax, and cohesion.The findings revealed that TF- and SF-guided translation texts surpassed those with ChatGPT-based feedback, as indicated by the BLEU score. In terms of linguistic features,ChatGPT-based feedback demonstrated superiority, particularly in enhancing lexical capability and referential cohesion in the translation texts. However, TF and SF proved more effective in developing syntax-related skills,as it addressed instances of incorrect usage of the passive voice. These diverse outcomes indicate ChatGPT's potential as a supplementary resource, complementing traditional teacher-led methods in translation practice

Raising students' awareness of cross-cultural contrastive rhetoric in English writing via an e-learning course

This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison of Chinese students' writings in Chinese with native English speakers' writings in English and Chinese students' writings in English with the help of an e-course and Chinese students' writings in English without the help of an e-course. Five features of contrastive rhetoric were used as criteria for the comparison. The experimental results show that the group using the e-course was successful in learning about defined aspects of English rhetoric in academic writing, reaching a level of performance that equalled that of native English speakers. Data analysis also revealed that e-learning resources helped students to compare rhetorical styles across cultures and that the interactive learning environment was effective in improving overseas students' English academic writing

Decoding and Encoding the Discourse Meaning of Punctuation: a Perspective from English-to-Chinese Translation

This exploratory research examines translation students’ use of punctuation, by applying Newmark’s (1988) classical idea of punctuation as a discourse unit for meaning demarcation. Data were collected from a group of 25 Chinese students studying specialised translation at a British university. The research focuses on the use of two punctuation marks in English: comma and period or full stop. The aim is to investigate how students of translation analyse the meaning of a source text with punctuation marks and how they subsequently convert this meaning into the target language again using punctuation marks. It is found that students generally do not automatically copy the punctuation marks of the source text into the translation. They will customize or modify the original punctuation marks according to their meaning analysis of the text and their knowledge of punctuation in source and target languages. Finally, we will discuss the implications of the research for translation education

Vocabulary learning in an automated graded reading program

Adult L2 learners are often encouraged to acquire new words through reading in order to promote language proficiency. Yet preparing suitable reading texts is often a challenge for teachers because the chosen texts must have a high percentage of words familiar to specific groups of learners in order to allow the inference of word meanings from context. With the help of word lists research and advances in quantitative corpus analyses using word frequency computer programs, this study selected sixteen articles from the computer corpus of a local Chinese-English magazine and used them to construct an online English extensive reading program. A preliminary assessment of the reading program was conducted with 38 college students over twelve weeks based upon vocabulary gains from a pretest to a posttest. The results showed that learners improved their vocabulary scores after using the reading program. The online extensive reading syllabus demonstrated that such a design for a reading program is technically feasible and pedagogically beneficial and provides value in both vocabulary gains and learner satisfaction

mHealth Series:mHealth project in Zhao County, rural China - Description of objectives, field site and methods

BACKGROUND: We set up a collaboration between researchers in China and the UK that aimed to explore the use of mHealth in China. This is the first paper in a series of papers on a large mHealth project part of this collaboration. This paper included the aims and objectives of the mHealth project, our field site, and the detailed methods of two studies. FIELD SITE: The field site for this mHealth project was Zhao County, which lies 280 km south of Beijing in Hebei Province, China. METHODS: We described the methodology of two studies: (i) a mixed methods study exploring factors influencing sample size calculations for mHealth–based health surveys and (ii) a cross–over study determining validity of an mHealth text messaging data collection tool. The first study used mixed methods, both quantitative and qualitative, including: (i) two surveys with caregivers of young children, (ii) interviews with caregivers, village doctors and participants of the cross–over study, and (iii) researchers’ views. We combined data from caregivers, village doctors and researchers to provide an in–depth understanding of factors influencing sample size calculations for mHealth–based health surveys. The second study, a cross–over study, used a randomised cross–over study design to compare the traditional face–to–face survey method to the new text messaging survey method. We assessed data equivalence (intrarater agreement), the amount of information in responses, reasons for giving different responses, the response rate, characteristics of non–responders, and the error rate. CONCLUSIONS: This paper described the objectives, field site and methods of a large mHealth project part of a collaboration between researchers in China and the UK. The mixed methods study evaluating factors that influence sample size calculations could help future studies with estimating reliable sample sizes. The cross–over study comparing face–to–face and text message survey data collection could help future studies with developing their mHealth tools

Decoding and encoding the discourse meaning of punctuation: A perspective from English-to-Chinese translation

This exploratory research examines translation students’ use of punctuation, by applying Newmark’s (1988) classical idea of punctuation as a discourse unit for meaning demarcation. Data were collected from a group of 25 Chinese students studying specialised translation at a British university. The research focuses on the use of two punctuation marks in English: comma and period or full stop. The aim is to investigate how students of translation analyse the meaning of a source text with punctuation marks and how they subsequently convert this meaning into the target language again using punctuation marks. It is found that students generally do not automatically copy the punctuation marks of the source text into the translation. They will customize or modify the original punctuation marks according to their meaning analysis of the text and their knowledge of punctuation in source and target languages. Finally, we will discuss the implications of the research for translation education

FLAX: Flexible and open corpus-based language collections development

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices