ISSN: 2226-6348
Open access
Driven by the advancement of Information and communication Technology (ICT), ability to apply state-of-the-art technology in translation has become a requirement for professional translators. In the context of translation education, the emphasis of digital literacy as a core competence for trainees were agreed-upon by stakeholders and curriculum developers. Accordingly, the development and inclusion of translation technology courses in a translation training program have pervasively reshaped translation pedagogy in a digital era. However, the investigation on trainees’ level of digital literacy, especially from a gender perspective, was rarely practiced in existing literature. The present study embarked on filling the lacunae in our understanding of digital literacy by inquiring into their self-perceived abilities of general ICT and translation-specific technologies. Adopting a mixed-method research design, the research triangulated the findings from a survey of self-perceived level of digital literacy answered by 218 respondents (n=218) and focus group discussions with 28 participants (n=28). The findings rejected the stereotypical view that male students were endowed with greater potential in learning technology-centered knowledge. The gender differences in digital literacy among translation trainees were limited to only a few aspects: creativity in using modern technologies, involvement in online communities, and critical thinking, etc. The research would contribute to the expansion of our knowledge in defining translation learners’ digital literacy and understanding the individual difference of trainees in a program.
Abu-Shanab, E., & Al-Jamal, N. (2015). Exploring the Gender Digital Divide in Jordan. Gender, Technology and Development, 19(1), 91–113. https://doi.org/10.1177/0971852414563201
Acilar, A., & Sæbø, Ø. (2021). Towards understanding the gender digital divide: A systematic literature review. Global Knowledge, Memory and Communication, ahead-of-print(ahead-of-print). https://doi.org/10.1108/GKMC-09-2021-0147
Albion, P. R., & Tondeur, J. (2018). Information and Communication Technology and Education: Meaningful Change through Teacher Agency. In R. Latiner Raby & E. J. Valeau (Eds.), Handbook of Comparative Studies on Community Colleges and Global Counterparts (pp. 1–16). Springer International Publishing. https://doi.org/10.1007/978-3-319-53803-7_25-2
Antonio, A., & Tuffley, D. (2014). The Gender Digital Divide in Developing Countries. Future Internet, 6(4), Article 4. https://doi.org/10.3390/fi6040673
Argelagós, E., & Pifarré, M. (2017). Unravelling Secondary Students’ Challenges in Digital Literacy: A Gender Perspective. Journal of Education and Training Studies, 5(1), 42–55. https://doi.org/10.11114/jets.v5i1.1517
Baterna, H. B., Mina, T. D. G., & Rogayan, D. V. (2020). Digital Literacy of STEM Senior High School Students: Basis for Enhancement Program. International Journal of Technology in Education, 3(2), Article 2. https://doi.org/10.46328/ijte.v3i2.28
Bekker, T., Bakker, S., Douma, I., van der Poel, J., & Scheltenaar, K. (2015). Teaching children digital literacy through design-based learning with digital toolkits in schools. International Journal of Child-Computer Interaction, 5, 29–38. https://doi.org/10.1016/j.ijcci.2015.12.001
Berman, N., & White, A. (2013). Refusing the stereotype: Decoding negative gender imagery through a school-based digital media literacy program. Youth Studies Australia [Online], 32(4), 38–47. https://doi.org/10.3316/informit.768985279375128
Bolaños-García-Escribano, A., Díaz-Cintas, J., & Massidda, S. (2021). Latest advancements in audiovisual translation education. The Interpreter and Translator Trainer, 15(1), 1–12. https://doi.org/10.1080/1750399X.2021.1880308
Borthwick, A. C., & Hansen, R. (2017). Digital Literacy in Teacher Education: Are Teacher Educators Competent? Journal of Digital Learning in Teacher Education, 33(2), 46–48. https://doi.org/10.1080/21532974.2017.1291249
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Çam, E., & Kiyici, M. (2017). Perceptions of Prospective Teachers on Digital Literacy. Malaysian Online Journal of Educational Technology, 5(4), 29–44. https://eric.ed.gov/?id=EJ1156711
Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. Journal of International Education Research (JIER), 13(1), Article 1. https://doi.org/10.19030/jier.v13i1.9907
Cheng, W. (2021). Translator Competence Revisited in the Scenario of Digital Genre. Journal of Translation Studies, 1(1), 45–58. https://doi.org/10.3726/JTS012021.4
Chetty, K., Qigui, L., Gcora, N., Josie, J., Wenwei, L., & Fang, C. (2018). Bridging the digital divide: Measuring digital literacy. Economics, 12(1). https://doi.org/10.5018/economics-ejournal.ja.2018-23
Chisamya, G., DeJaeghere, J., Kendall, N., & Khan, M. A. (2012). Gender and Education for All: Progress and problems in achieving gender equity. International Journal of Educational Development, 32(6), 743–755. https://doi.org/10.1016/j.ijedudev.2011.10.004
Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22(5), 320–334. https://doi.org/10.1111/j.1365-2729.2006.00185.x
Cordell, R. (2013). Information Literacy and Digital Literacy: Competing or Complementary? Communications in Information Literacy, 7(2). https://doi.org/10.15760/comminfolit.2013.7.2.150
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (Third Edition). SAGE.
Cullen, R. (2001). Addressing the digital divide. Online Information Review, 25(5), 311–320. https://doi.org/10.1108/14684520110410517
Cullen, R. (2003). The digital divide: A global and national call to action. The Electronic Library, 21(3), 247–257. https://doi.org/10.1108/02640470310480506
Dabis, M. (2020). Beyond CAT: The Question of Digital Literacy in Translator Training. In R. Besznyák, M. Fischer, & C. Szabó (Eds.), Fit-for-market translator and interpreter training in a digital age (pp. 103–115). Vernon Press.
Ding, C.-S., Haieh, C.-T., Wu, Q., & Pedram, M. (1996). Stratified random sampling for power estimation. Proceedings of International Conference on Computer Aided Design, 576–582. https://doi.org/10.1109/ICCAD.1996.569913
Djafri, F., & Wahidati, L. (2022). Examining Digital Technology Literacy of Professional Japanese Language Translator and Interpreter. Lingua Cultura, 16(1), Article 1. https://journal.binus.ac.id/index.php/Lingua/article/view/7768
Eshet-Alkalai, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia, 13.
Eshet-Alkalai, Y. (2012). Thinking in the Digital Era: A Revised Model for Digital Literacy. Issues in Informing Science and Information Technology, 9, 267–276. https://doi.org/10.28945/1621
Gavrilenko, N. N. (2020). Formation Of The Digital Competence Of The Translator. 548–553. https://doi.org/10.15405/epsbs.2020.12.02.73
Gnambs, T. (2021). The development of gender differences in information and communication technology (ICT) literacy in middle adolescence. Computers in Human Behavior, 114, 106533. https://doi.org/10.1016/j.chb.2020.106533
Gray, T. J., Gainous, J., & Wagner, K. M. (2017). Gender and the Digital Divide in Latin America. Social Science Quarterly, 98(1), 326–340. https://doi.org/10.1111/ssqu.12270
Guerberof Arenas, A., & Moorkens, J. (2019). Machine translation and post-editing training as part of a master’s programme. Jostrans: The Journal of Specialised Translation, 31, Article 31. https://www.jostrans.org/issue31/art_guerberof.php
Guillen, M. F., & Suarez, S. L. (2005). Explaining the Global Digital Divide: Economic, Political and Sociological Drivers of Cross-National Internet Use. Social Forces, 84(2), 681–708. https://doi.org/10.1353/sof.2006.0015
Hina Amin, Muhammad Abid Malik, & Bulent Akkaya. (2021). Development and Validation of Digital Literacy Scale (DLS) and its Implication for Higher Education. International Journal of Distance Education and E-Learning, 7(1), 24–43. https://doi.org/10.36261/ijdeel.v7i1.2224
Hubscher-Davidson, S., & Devaux, J. (2021). Teaching Translation and Interpreting in Virtual Environments. The Journal of Specialised Translation, 36, 184–192. https://www.jostrans.org/issue36/art_hubscher.php
Inan Karagul, B., Seker, M., & Aykut, C. (2021). Investigating Students’ Digital Literacy Levels during Online Education Due to COVID-19 Pandemic. Sustainability, 13(21), Article 21. https://doi.org/10.3390/su132111878
Ivanova, O. (2016). Translation and ICT Competence in the Globalized World. Procedia - Social and Behavioral Sciences, 231, 129–134. https://doi.org/10.1016/j.sbspro.2016.09.081
Jacobs, G. E. (2013). Multi, Digital, or Technology? Journal of Adolescent & Adult Literacy, 57(2), 99–103. https://doi.org/10.1002/JAAL.227
Jiménez-Crespo, M. A. (2015). The Internet in translation education: Two decades later. Translation and Interpreting Studies. The Journal of the American Translation and Interpreting Studies Association, 10(1), 33–57. https://doi.org/10.1075/tis.10.1.03jim
Katsarou, E. (2021). The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education. Journal of Education and E-Learning Research, 8(2), 158–172. https://doi.org/10.20448/journal.509.2021.82.158.172
Krüger, R. (2021). An Online Repository of Python Resource for Teaching Machine Translation to Translation Students. Current Trends in Translation Teaching and Learning E.
Law, N., Woo, D., & Wong, G. (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 (Information Paper No. 51; p. 146). UNESCO. http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
Lotherington, H., & Jenson, J. (2011). Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies. Annual Review of Applied Linguistics, 31, 226–246. https://doi.org/10.1017/S0267190511000110
Malyuga, E. N., Krouglov, A., & Tomalin, B. (2018). Linguo-Cultural Competence as a Cornerstone of Translators’ Performance in the Domain of Intercultural Business Communication. XLinguae, 11(2), 566–582. https://doi.org/10.18355/XL.2018.11.02.46
Man, D., Mo, A., Chau, M. H., O’Toole, J. M., & Lee, C. (2020). Translation technology adoption: Evidence from a postgraduate programme for student translators in China. Perspectives, 28(2), 253–270. https://doi.org/10.1080/0907676X.2019.1677730
Marchiori, D. M., Mainardes, E. W., & Rodrigues, R. G. (2019). Do Individual Characteristics Influence the Types of Technostress Reported by Workers? International Journal of Human–Computer Interaction, 35(3), 218–230. https://doi.org/10.1080/10447318.2018.1449713
Martin, A. (2009). Digital Literacy for the Third Age: Sustaining Identity in an Uncertain World. ELearning Papers, 12, 1.
Milner, H. V. (2006). The Digital Divide: The Role of Political Institutions in Technology Diffusion. Comparative Political Studies, 39(2), 176–199. https://doi.org/10.1177/0010414005282983
Mirzoyeva, L. Y., & Syurmen, O. V. (2016). Translators’ Digital Literacy as a Component of Professional Competence: Experience of Making Subtitles. International journal of Modern information technologies and IT education, 12(3–1), Article 3–1.
Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025
Mutta, M., Pelttari, S., Salmi, L., Chevalier, A., & Johansson, M. (2014). Digital Literacy in Academic Language Learning Contexts: Developing Information-Seeking Competence. In W. Lawrence & G. Pettes (Eds.), Digital Literacies in Foreign and Second Language Education (p. 227?244). CalicoE.
Nitzke, J., Tardel, A., & Hansen-Schirra, S. (2019). Training the Modern Translator – the Acquisition of Digital Competencies Through Blended Learning. The Interpreter and Translator Trainer, 13(3), 292–306. https://doi.org/10.1080/1750399X.2019.1656410
O’Hagan, M., & Ashworth, D. (2002). Translation-mediated Communication in a Digital World: Facing the Challenges of Globalization and Localization. In Translation-mediated Communication in a Digital World. Multilingual Matters. https://doi.org/10.21832/9781853595820
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Pangrazio, L., Godhe, A.-L., & Ledesma, A. G. L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 17(6), 442–459. https://doi.org/10.1177/2042753020946291
Pekkarinen, T. (2012). Gender Differences in Education (SSRN Scholarly Paper No. 2019442). https://doi.org/10.2139/ssrn.2019442
Permanyer, I., & Boertien, D. (2019). A century of change in global education variability and gender differences in education. PLOS ONE, 14(2), e0212692. https://doi.org/10.1371/journal.pone.0212692
Pool, C. R. (1997). A New Digital Literacy: A Conversation with Paul Gilster. Educational Leadership, 55(3), 6–11.
Pym, A. (2003). Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach. Meta?: Journal Des Traducteurs / Meta: Translators’ Journal, 48(4), 481–497. https://doi.org/10.7202/008533ar
R Core Team. (2022). R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing. https://www.R-project.org/
Richter, T., & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students’ Perceptions across three Countries. Proceedings of the 8th IADIS International Conference E-Learning 2014, 3–12. https://doi.org/10.13140/RG.2.1.2870.9281
Rizal, R., Rusdiana, D., Setiawan, W., Siahaan, P., & Ridwan, I. M. (2021). Gender differences in digital literacy among prospective physics teachers. Journal of Physics: Conference Series, 1806(1), 012004. https://doi.org/10.1088/1742-6596/1806/1/012004
?ahin, M. (2013). Technology in Translator Training: The Case of Turkey. Edebiyat Fakültesi Dergisi, 30, 173–189.
Schoonenboom, J., & Johnson, R. B. (2017). How to Construct a Mixed Methods Research Design. Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 69(Suppl 2), 107–131. https://doi.org/10.1007/s11577-017-0454-1
Shvets, T., Klyushina, A., Shalifova, O., Volova, V., & Khorokhorina, G. (2022). Digital Literacy Skills of Translators: Innovative Methods and Trends in Training. In V. L. Uskov, R. J. Howlett, & L. C. Jain (Eds.), Smart Education and e-Learning—Smart Pedagogy (pp. 407–415). Springer Nature. https://doi.org/10.1007/978-981-19-3112-3_37
Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205–217. https://doi.org/10.1016/j.edurev.2019.03.007
Song, H., Restivo, M., van de Rijt, A., Scarlatos, L., Tonjes, D., & Orlov, A. (2015). The hidden gender effect in online collaboration: An experimental study of team performance under anonymity. Computers in Human Behavior, 50, 274–282. https://doi.org/10.1016/j.chb.2015.04.013
Spencer, R., Porche, M. V., & Tolman, D. L. (2003). We’ve Come a Long Way—Maybe: New Challenges for Gender Equity in Education. Teachers College Record: The Voice of Scholarship in Education, 105(9), 1774–1807. https://doi.org/10.1046/j.1467-9620.2003.00309.x
Steegh, A. M., Höffler, T. N., Keller, M. M., & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review. Journal of Research in Science Teaching, 56(10), 1431–1460. https://doi.org/10.1002/tea.21580
Syamiya, E. N., Lestari, S., Wulandari, D., & Ekawati, D. (2022). Digital Literacy Analysis on Online Learning Outcomes for Macroeconomics with Gender-Mediated and Family Socio-economics as Moderating Variables. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(2), Article 2. https://doi.org/10.33394/jk.v8i2.5065
Vazquez-Calvo, B., Zhang, L. T., Pascual, M., & Cassany, D. (2019). Fan translation of games, anime, and fanfiction. Language Learning & Technology, 1(23), 49–71.
Wang, H. (2019). The Development of Translation Technology in the Era of Big Data. In F. Yue, Y. Tao, H. Wang, Q. Cui, & B. Xu (Eds.), Restructuring Translation Education: Implications from China for the Rest of the World (pp. 13–26). Springer. https://doi.org/10.1007/978-981-13-3167-1_2
Wang, X., Tan, S. C., & Li, L. (2020a). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106208. https://doi.org/10.1016/j.chb.2019.106208
Wang, X., Tan, S. C., & Li, L. (2020b). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology, 36(4), Article 4. https://doi.org/10.14742/ajet.5329
Wang, Y., & Ji, D. (2022). The Components of Translation Technology Competence in the Era of Artificial Intelligence. In V. Sugumaran, A. G. Sreedevi, & Z. Xu (Eds.), Application of Intelligent Systems in Multi-modal Information Analytics (pp. 751–758). Springer International Publishing. https://doi.org/10.1007/978-3-031-05237-8_93
Wilson, K. R., Wallin, J. S., & Reiser, C. (2003). Social Stratification and the Digital Divide. Social Science Computer Review, 21(2), 133–143. https://doi.org/10.1177/0894439303021002001
Xiao, Z., & Wang, Y. (2019). The Model of Translator’s Information Literacy in the New Era. 220–224. https://doi.org/10.2991/mmetss-19.2019.42
Yan, D., & Wang, J. (2022). Teaching data science to undergraduate translation trainees: Pilot evaluation of a task-based course. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.939689
Yu, Z. (2022). Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic. Sustainability, 14(8), Article 8. https://doi.org/10.3390/su14084388
Zhong, H., & Zhao, J. (2015). Interpretation of the Main Points of the National Standards for the Teaching Quality of Translation Undergraduate Majors. Foreign Language Teaching and Research, 47(02), 289–296.
(Yan et al., 2023)
Yan, D., Kasuma, S. A. A., & Amini, M. (2023). Gender Difference in Digital Literacy Among Translation Trainees: Self-perceptions and Application Abilities. International Journal of Academic Research in Progressive Education and Development, 12(3), 880-896.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode