Intercultural collaboration promotes diversity as a strength and builds more effective, creative, and understanding teams in a globalized world. This study explores and evaluates university students’ perceptions of their intercultural competencies and acceptance of emerging technology tools, specifically Metaverse, for virtual collaboration with people from other cultures. This research employs qualitative research methodology, specifically a case study design. The sample consisted of 55 interdisciplinary undergraduate students, and data were collected through surveys and focus group discussions. The analysis focused on three main components: intercultural collaboration, international experience, and metaverse. The results highlighted that (a) most students know how to deal respectfully with different intercultural perspectives, (b) students do not always feel motivated to interact with other students from different cultural backgrounds, but they are aware that they can learn a lot from each other, (c) students who have had an international experience are more willing to involve people from different backgrounds in collaborative assignments, and (d) students think that it would be interesting and enriching to collaborate with students from other countries in the Metaverse. This study aims to be of value to academic and research communities, and to those interested in education, internationalization, and educational innovation.
The generation of assessment test is a vast area within the educational assessment design process. In this matter, the type of the question is one of the most important parameters of this process, due to its impact on the development of the assessment implementation phase. This paper presents a development of a model of an assessment test generation using genetic algorithms with an additional type of item which is dynamically generated. The item has a form of a parametric structure, e.g. the quadratic function for a given set of parameters. The purpose of this paper is to present the schema of the additional part of the model and its integration within the assessment model developed and described in previous papers.
In this digital era, the integration of the internet and information technology has repainted the landscape of college English teaching in current China. This study aims to explore a comprehensive instructional approach that capitalizes on diverse information technology platforms to optimize and enhance personalized learning experiences. By synthesizing emerging pedagogical methods, such as blended teaching, second classroom teaching, self-learning of e-courses and formative assessment, and meanwhile by conducting a detailed examination of various new media and information technology platforms (e.g., Rain Classroom, Delta Reading, Pigai.org, and U Campus…), this research seeks to seamlessly integrate these digital tools with advanced teaching methodologies to design an intelligently integrated and smartly personalized teaching model for college English teaching. The trial model has been attempted by the majority of college English teachers in HFUT in recent two years with the primary objective to enhance the quality and efficiency of college English course, ensuring a more scientific and tailored approach to language instructions. The relevant questionnaire and data collected in the implementations of this teaching mode in this study promisingly reflect the validity of this model and yet offers insights and clues for further improvements.
Based on the practice of translation teaching in private colleges and universities, this research summarizes the research on corpus translation and translation research conducted by domestic and foreign scholars, and combines the application-oriented translation of private colleges and universities with the orientation of training goals, curriculum group design, teaching content selection, and implementation path planning so as to propose a new corpus-based micro-course teaching model. The results of teaching practice show that the new teaching mode is helpful to optimize the professional development teaching ecological environment of student translators, improve their English-Chinese bilingual expression level, diversify their learning methods, and significantly improve their sustainable and autonomous learning ability. In view of this, translation teaching in the construction of micro-translation major should further enrich corpus teaching resources and dynamically track students’ use of corpus; translation teachers need to continuously improve corpus use technology, improve interdisciplinary ability, and adapt to the teaching reform of micro-translation major under the new situation needs.
Discourse analysis, as a theoretical framework and methodological approach, has emerged as a vital tool in the field of linguistics and computational linguistics. This study delves into the intricate fabric of discourse, aiming to unravel its complexities by embracing both micro-level details and macro-level frameworks. To achieve this aim, an analytical framework is essential, transitioning seamlessly from the microcosm of individual clauses and sentences to a comprehensive exploration of entire discourses. In the realm of the Chinese language study, existing approaches often adapt current discourse theories, highlighting the need for a comprehensive system encompassing clause-to-discourse analysis and specialized corpora. This investigation embarks on an extensive exploration of Chinese discourse’s structural dimensions, yielding theoretical insights and practical applications. Grounded in the Clause Complex Theory, this framework advances Chinese discourse analysis, contributing to broader language processing understanding. Through an annotation system, this study fuels applications like automated summarization and knowledge extraction, propelling natural language understanding research and technology.
