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Affiliation(s)

Yarmouk University, Irbid, Jordan

ABSTRACT

The present study aimed at investigating the effect of instructional program based on the self-monitoring strategy and measuring its effect on the university students’ development in translation skill. More specifically, it attempted to answer the following questions: (1) What are the characteristics of the instructional program based on the self-monitoring strategy? (2) What is the effect of an instructional program based on the self-monitoring on the university students’ development in translation skill? To test the questions of the study, the following hypothesis was formulated: There is no statistically significant difference at the level (α = 0.05) in the university students’ development in translation skill between the experimental group and the control group due to the instructional program. To achieve the aim of the study, the researchers used a quasi-experimental design. The participants of the study were 60 seniors majoring in English language and translation at Al-Ahliyya Amman University. These were purposefully divided into an experimental group and a control group. To examine the questions of the current study, the researchers designed an instructional program based on the self-monitoring strategy to measure its effect on the university students’ development in translation skill. This program consisted of eight lessons. The validity and reliability of the program and the performance tests were ensured. The experiment lasted for one semester (approximately three months). Students’ scores on the translation performance test towards translation were statistically analyzed using the ANCOVA (Analysis of covariance). The findings of the study showed that there was a statistically significant difference between the two groups in translation performance test in favor of experimental group (38.92) which was taught using the self-monitoring strategy. 

KEYWORDS

self-monitoring, translation, the self-monitoring instructional program

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