Published 2024-04-30
Keywords
- development, soft skills, Masters of Philology, SmartCat Cloud Platform, information technology.
How to Cite
Copyright (c) 2024 Amazonia Investiga
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Skill requirements and implementation of new information technologies drive changes in the professional training for future technical translators, including the development of both highly professional and soft skills. The purpose of this study was to develop soft skills in Masters of Philology and future technical translators in the process of implementing the group project using the SmartCat Cloud Platform. The soft skills in Masters of Philology required to implement the group project using the SmartCat Cloud Platform have been identified and analyzed: planning and time, workload, stress management skills; skills of compliance with project implementation terms, instructions and technical specifications; teamwork skills, including in a virtual media, using modern communication technologies; responsible use of information technology for professional purposes; continuous self-assessment, updating and developing competencies and skills through personal strategies and co-education. The didactic opportunities of the SmartCat Cloud Platform have been revealed, enabling instructors to monitor and evaluate the activities of both the group as a whole and individual activities of group members. Overall, the SmartCat platform is a tool for the development of soft skills needed for a future professional career of technical translators.
Downloads
References
- Almonte, R., McAfee, H., Snell, T., & Ahmed, A. (2023). Measuring the effectiveness of a hybrid pedagogy in a large-scale community college soft skills intervention. Community College Journal of Research and Practice, 47, 1-17. https://doi.org/10.1080/10668926.2021.2016517
- Alotaibi, H. M. (2014). Teaching CAT tools to translation students: an examination of their expectations and attitudes. Arab World English Journal, 3, 65-74.
- Bond, E. (2018). The Stunning Variety of Job Titles in the Language Industry. Slator 2024 Language Industry Market Report — Language AI Edition. Retrieved from https://slator.com/the-stunning-variety-of-job-titles-in-the-language-industry/
- Bowker, L. (2022). Computer-assisted translation and interpreting tools. The Routledge Handbook of Translation and Methodology, (pp. 392-409). Routledge. https://doi.org/10.4324/9781315158945-28
- Cardoso-Espinosa, E. O., Cortés-Ruiz, J. A., & Zepeda-Hurtado, M. E. (2021). The Development of mathematics and soft skills at the graduate level through project-based learning in times of COVID-19. TEM Journal-Technology Education Management Informatics, 10(4), 1638-1644. https://doi.org/10.18421/TEM104-20
- Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Qualitative Research, 10(1), 97-130. https://doi.org/10.18421/IJQR10.01-05
- Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher education, 58(4), 563-584. https://doi.org/10.1007/s10734-009-9216-y
- Devadason, E. S., Subramaniam, T., & Daniel, E. G. S. (2010). Final year undergraduates’ perceptions of the integration of soft skills in the formal curriculum: a survey of Malaysian public universities. Asia Pacific Education Review, 11(3), 321-348.
- Emt Competence Framework. (2022). European Master's in Translation program by the European Master's Program in Translation. https://acortar.link/nRTyW3
- Esselink, B. (2022). Thirty years and counting: a global industry growing up. The Journal of Internationalization and Localization, 9(1), 85-93. https://doi.org/10.1075/jial.00020.ess
- Faes, F. (2018). The Language Industry According to LinkedIn. Slator. https://slator.com/the-language-industry-according-to-linkedin/
- Fernández-Parra, M. (2016). Integrating computer-assisted translation tools into language learning. New perspectives on teaching and working with languages in the digital era, 385-396. https://doi.org/10.14705/rpnet.2016.tislid2014.450
- Havergal, C. (2015). UK Engagement Survey: universities have limited impact on students soft skill development. Times Higher Education. https://acortar.link/lyEJaE
- Herget, K. (2020). Project-based learning: A practical approach to implementing Memsource in the classroom. In 6th International Conference on Higher Education Advances, (HEAd'20) (No. 30-05-2020, pp. 717-724). Editorial Polytechnic University of Valencia. http://dx.doi.org/10.4995/HEAd20.2020.11133
- Hirudayaraj, M., Baker, R., Baker, F., & Eastman, M. (2021). Soft skills for entry-level engineers: What employers want. Education Sciences, 11(10), 641. https://doi.org/10.3390/educsci11100641
- Horváth-Csikós, G., Juhász, T., & Gáspár, T. (2023). Employers’ perception of young workers’ soft skills. Prosperitas, 10(1), 1-13. https://doi.org/10.31570/prosp_2022_0021
- Licorish, S.A., Galster, M., Kapitsaki, G.M., & Tahir, A. (2022). Understanding students’ software development projects: Effort, performance, satisfaction, skills and their relation to the adequacy of outcomes developed. Journal of Systems and Software, 186, 111156. https://doi.org/10.1016/j.jss.2021.111156
- Massey, G. (2023). The hard thing about soft skills: educating for today’s language industry: TER Simposium on translator and translator trainer education. Krakow: Chair of Translation Studies, Jagiellonian University.
- Mytsenko, V., & Rusanovska, T. (2023). Principles of Soft Skills Formation in students of higher education institutions: Theoretical and practical aspects the article describes theoretical and practical aspects of the basic principles of Soft Skills. Academic Notes Series Pedagogical Science, 1, 208. https://doi.org/10.36550/2415-7988-2023-1-208-192-196
- Order No. 871. "On approval of the standard of higher education in specialty 035 "Philology" for the second (master's) level of higher education". Ministry of Education and Science of Ukraine, 2019. Retrieved from https://acortar.link/imXgec
- Pattison, A., & Cragie, S. (2022). Transferable skills. Translating Change. Routledge, 82-102. https://doi.org/10.4324/9781003136903-5
- Pym, A. (2011). What technology does to translating. Translation & Interpreting: The International Journal of Translation and Interpreting Research, 3(1), 1-9.
- Rashidi, R. A., Zaihan, N. A., & Samat, M. F. (2018). Developing soft skills in students through co-curriculum activity: a case study of UiTM Cawangan Kelantan. National Convention of Student Leaders. Retrieved from https://acortar.link/SE0jP9
- Risku, H. (2010). A cognitive scientific view on technical communication and translation: Do embodiment and situatedness really make a difference? Target. International Journal of Translation Studies, 22(1), 94-111. https://doi.org/10.1075/target.22.1.06ris
- Risku, H., & Rogl, R. (2020). Translation and situated, embodied, distributed, embedded and extended cognition. The Routledge Handbook of Translation and Cognition, (pp. 478-499). Routledge. https://doi.org/10.4324/9781315178127-32
- Şahin, M., & Kansu-Yetkiner, N. (2020). From translation market to translation curriculum: Psychosocial and physical ergonomics in Turkey. The Interpreter and Translator Trainer, 14(4), 440-460. https://doi.org/10.1080/1750399x.2020.1843123
- Setiana, S. M., Setiawati, L., & Mustaqim, M. (2019). Hard Skills Versus Soft Skills: How Do they Affect Different Job Types of Japanese Language Graduates? International Journal of Learning, Teaching and Educational Research, 18(11), 176-192. https://doi.org/10.26803/ijlter.18.11.10
- Tarasenko, R., Amelina, S., & Azaryan, A. (2020). Improving the content of training future translators in the aspect of studying modern CAT tools. CTE 2019 cloud technologies in education 2019: Proceedings of the 7th workshop on cloud technologies in education (CTE 2019), Vol 7, 360-375. https://doi.org/10.55056/cte.365
- Tarasenko, R., Amelina, S., Semerikov, S., & Shen, L. (2021). Developing translators’ soft skills in a cloud-based environment using the Memsource system. Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology, Vol. 1, 617-628. https://doi.org/10.5220/0012066500003431
- Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46(3), 457-488. https://doi.org/10.1007/s11251-017-9438-9
- Wilson, A.J., Ariffian, B.A., & Abu Zarin, H. (2012). The acquisition of soft skills in real estate program via industrial training. Procedia-social and Behavioral Sciences, 65, 781-786. https://doi.org/10.1016/j.sbspro.2012.11.199
- Yelnikova, G.V. (2001). Technology of tools for quantitative measurement of the quality of education in an educational institution. Quality of education (management aspect). Digital Library NAPS of Ukraine, 8-25. https://core.ac.uk/reader/32307050
- Younis, A. A., Sunderraman, R., Metzler, M., & Bourgeois, A. G. (2021). Developing parallel programming and soft skills: A project based learning approach. Journal of Parallel and Distributed Computing, 158, 151-163. https://www.sciencedirect.com/science/article/abs/pii/S0743731521001611
- Zetzsche, J. O. (2023). The very, very diverse world of translators. Digital Translation, 10(1), 121-127. https://doi.org/10.1075/dt.00003.zet
- Zinukova, N. (2021). Soft skills as a requirement of time and their development in future translators. Research Bulletin Series Philological Sciences, 1(193), 399-412. https://doi.org/10.36550/2522-4077-2021-1-193-399-412