Improving Non-English-Majored Graduates’ Translation Skills: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Translation Strategy Instruction and Internet-Based Language Laboratory Support

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This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored graduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored graduates in the control group (CG) and 66 non-English-majored graduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.