Digital portfolio in the development of documentary competence in university students
Translators face numerous challenges for doing their work, not only linguistic but also multimedia-related challenges. For this reason, translation undergraduate students must develop their documentary competence with a digital portfolio. The aim of this research is to demonstrate the effect of usin...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Perú |
| Institución: | Universidad César Vallejo |
| Repositorio: | Revistas - Universidad César Vallejo |
| Idioma: | español inglés |
| OAI Identifier: | oai:oai.revistas.ucv.edu.pe:article/301 |
| Acceso en línea: | http://revistas.ucv.edu.pe/index.php/eduser/article/view/301 |
| Access Level: | acceso abierto |
| Palabra clave: | Competencia documental Competencia instrumental Plataforma virtual Portafolio digital Recurso multimedia Digital Portfolio Documentary competence Instrumental competence Multimedia resource Virtual platform |
| Sumario: | Translators face numerous challenges for doing their work, not only linguistic but also multimedia-related challenges. For this reason, translation undergraduate students must develop their documentary competence with a digital portfolio. The aim of this research is to demonstrate the effect of using a digital portfolio for developing documentary competence in the translation students from a private university in Lima. This research is quantitative and has a quasi-experimental design. It has been applied to a course of direct translation for two semesters. The sample was 32 students, 16 of them for control group and 16 for experimental group. A test was given before and after using the digital portfolio, so that documentary competence can be measured in its three dimensions: thematic field, terminology and textual genres. Findings suggest that the digital portfolio is effective for developing documentary competence in the experimental translation group. The use of a virtual platform allows students to develop documentary or instrumental competence and to familiarize themselves with the use of different multimedia resources as repository. |
|---|