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Crowdsourcing Translation as a Post-Editing Method (CTPE) has emerged as a rapid and inexpensive method for translation and has drawn significant attention in recent years. This qualitative study aims to analyze and synthesize the approaches and aspects underpinning CTPE research and to identify its potential that is yet to be discovered. Through a systematic literature review focused on empirical papers, we examined the limited literature thematically and identified recurring central themes. Our review reveals that the topic of CTPE requires further attention and that its potential benefits are yet to be fully discovered. We discuss the eight core concepts that emerged during our analysis, including the purpose of CTPE, CTPE areas of application, ongoing CTPE processes, platform and crowd characteristics, motivation, CTPE domains, and future perspectives. By highlighting the strengths of CTPE, we conclude that it has the potential to be a highly effective translation method in various domains.

La mise en altérité des femmes, auteurs et autres, tout au long du XIXe siècle est l’œuvre de tous les agents d’une société aux couleurs idéologiques différentes qui trouvent pourtant un terrain d’intérêt commun quand il s’agit de la participation du sexe dit faible dans la sphère publique. Républicain, libéral, monarchiste, royaliste, anarchiste même socialiste, se servent des mêmes arguments fondés sur un discours pseudoscientifique, éthique et socio-politique pour cantonner les femmes au foyer conjugal. Face aux autrices qui, malgré les interdits, acquièrent une certaine réputation, la stratégie des hommes de lettres se diversifie : les cantonner dans la catégorie d’exception, leur assigner des genres littéraires spécifiques ou attribuer leur succès aux influences des hommes. La réception de Germaine de Staël par Sainte-Beuve, Lamartine et Barbey d’Aurevilly montre que l’enjeu principal du débat est pourtant la peur de perdre le pouvoir dans le champ littéraire qui est devenu dans ce siècle fortement politique et économique.

Notwithstanding the growing number of research on many aspects of audiovisual translation, cross-cultural pragmatics has remained under-investigated in audiovisual translation. The purpose of this paper is to examine the translation of general extenders—such as and stuff (like that) and or something in Persian dubbing and non-professional subtitling. Positioned at the crossroads of the pragmatics of fiction and audiovisual translation, the analysis presented in this article draws upon past research on English and Persian general extenders, as well as the models for translating general extenders. In doing so, this study follows a corpus-based approach, using both qualitative and quantitative approaches to identify translation patterns of general extenders by dubbing translators and fansubbers in Iran. A corpus of twelve English films from different genres, along with their Persian dubbing and non-professional subtitling, was compiled for the investigation. Overall findings suggest that non-professional subtitlers followed a literal and sourced-oriented approach to translation, resulting in a more direct translation of general extenders. In contrast, the dubbing team (i.e., translator and dubbing director) tended to edit out these pragmatic issues in their translations; therefore, many general extenders were deleted in the translation. This was partly because the translation for dubbing has to be synchronized, resulting in some omissions and partly because the dubbing team paid less attention to these elements. Additionally, other strategies, such as substitution or explicitation were infrequently used in both dubbing and non-professional subtitling. The paper concludes by discussing limitations and offering opportunities for future research.

The newly demanded language learning methodologies can exhibit their maximum efficiency if they are monitored meticulously and regularly in their particular contexts of application. The prerequisite would be putting educational programs in the spotlight and identifying the decisive elements of each learning context. Accordingly, based on the solicited responses from 638 students, in this study, a scale was developed and validated to inquire into the participants’ perceptions about the extent to which classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity could regulate learning activities in Iranian academic contexts. Importing the survey results to AMOS 22, we tested and validated a hypothetical model of the addressed variables. The validated model supported the interwoven relationships of the study variables and the pivotal role of interaction in regulating, predicting, shaping, and explaining the behaviors of other variables. The results can raise awareness of the sociocultural manifestations of classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity in Iranian TEFL programs and encourage highly positive developments and generally accepted practices to improve the status quo. Decision-makers and stakeholders can also gain a detailed insight into how sociocultural variables interrelate and accordingly coordinate their social and educational policies and measures.

Self-directed learning and digital literacy are the most effective issues in the process of foreign language learning. Due to the importance of digital literacy and self-directed learning in the process of foreign language learning, the present study aimed at investigating the relationship between Iranian intermediate EFL learners’ digital literacy and their self-directed learning. For the purpose of the study, 210 male and female Iranian EFL learners from Mashhad English language institutes took part in the study through using convenience sampling method. The digital literacy and self-directed learning questionnaires were distributed among intermediate EFL learners to measure their attitudes towards digital literacy and the self-directed learning process. To conduct the study, a correlational design was used. The results of Pearson Correlation analyses revealed that there was a positive relationship between the Iranian intermediate EFL learners’ digital literacy and their self-directed learning. The results of the multiple regression analyses also showed that information communication technology literacy and information literacy as the two components of the digital literacy questionnaire significantly predicted the Iranian intermediate EFL learners’ self-directed learning. It can be concluded that high levels of digital literacy and self-directed learning tend to result in better academic performance and learning motivation. It is important that educational contexts, as well as lan guage institutes administrators provide opportunities for en hancing learners’ self-directed learning and media literacy and consequently improving EFL learners’ achievement and motivation.

This study compared the Discussion section of theses written by M.A. English L1 and L2 students regarding lexical sophistication. Certain linguistic features were applied to investigate whether texts written in English L2 had any similarities or differences with native speakers’ (NSs) texts. To achieve this, 20 English L2 theses authored by Iranian M.A. students of Islamic Azad University of Isfahan (Khorasgan), were sampled. As such, 20 English L1 theses written by M.A. English NSs of the same major in the US and UK were randomly downloaded as a comparison corpus of English L1. The corpora were later uploaded to Coh-Matrix that processes text and discourse at different levels of language. Two main statistical procedures for data analysis were the MANOVA (Multivariate Analysis of Variance) and Discriminant Function Analysis. According to Coh-Metrix analysis, the results revealed certain similarities and differences between the corpora. Specifically, more CELEX content words were used in the NSs theses. However, the differences between the two corpora did not reach a statistical significance in terms of other indices of lexical sophistication (i.e., polysemy, concreteness, hypernymy, age-of-acquisition scores, and lexical diversity). Concerning these similarities and differences, academic writing pedagogy and theses writing abilities of Iranian English L2 learners can be improved by applying both word processing tools like Coh-Metrix, appropriate writing strategies and techniques according to the given results of current contrastive corpus study.