Journal of Applied Research in Higher Education

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BUKTI REVIEW JURNAL SCOPUS

Journal of Applied Research in Higher Education Dr. Syarifudin, M.Pd.

UIN Mataram

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9/25/22, 9:51 PM Universitas Islam Negeri Mataram Mail - Manuscript ID JARHE-01-2022-0008 now in your Referee Centre - Journal of Applied Re…

https://mail.google.com/mail/u/0/?ik=6b13f617a0&view=pt&search=all&permthid=thread-f%3A1721402152401364136&simpl=msg-f%3A17214021524… 1/1 Syarifudin Syarifudin <[email protected]>

Manuscript ID JARHE-01-2022-0008 now in your Referee Centre - Journal of Applied Research in Higher Education

1 message

Journal of Applied Research in Higher Education <[email protected]> Sat, Jan 8, 2022 at 11:50 PM Reply-To: [email protected]

To: [email protected] 08-Jan-2022

Dear Dr. Syarifudin:

Thank you for agreeing to review Manuscript ID JARHE-01-2022-0008 entitled "EFFECT OF THREE-DIMENSIONAL WRITING ANXIETY ON WRITING PERFORMANCE: EVIDENCE FROM HIGHER EDUCATION" for the Journal of Applied Research in Higher Education. Please try your best to complete your review within the next 2 weeks.

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All communications regarding this manuscript are privileged. Any conflict of interest, suspicion of duplicate publication, fabrication of data or plagiarism must immediately be reported to me.

Thank you for evaluating this manuscript.

Sincerely,

Dr. Patrick Blessinger

Senior Editor, Journal of Applied Research in Higher Education [email protected], [email protected]

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9/25/22, 9:50 PM Universitas Islam Negeri Mataram Mail - Thank you for submitting your review of Manuscript ID JARHE-01-2022-0008 for the Jour…

Thank you for submitting your review of Manuscript ID JARHE-01-2022-0008 for the Journal of Applied Research in Higher Education

1 message

Journal of Applied Research in Higher Education <[email protected]> Thu, Jan 13, 2022 at 3:38 PM Reply-To: [email protected]

To: [email protected] 13-Jan-2022

Dear Dr. Syarifudin,

Thank you for submitting your review of JARHE-01-2022-0008 for Journal of Applied Research in Higher Education. We are very grateful for the contribution you have made to the journal by providing your review. We recognise the value that is added by our reviewers and would therefore like to thank you for your work, by granting you free personal access to up 40 Emerald journal articles (excluding Backfiles) within a three-month period.

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9/25/22, 9:43 PM Universitas Islam Negeri Mataram Mail - Thank you for submitting your review of Manuscript ID JARHE-05-2022-0173 for the Jour…

Thank you for submitting your review of Manuscript ID JARHE-05-2022-0173 for the Journal of Applied Research in Higher Education

1 message

Journal of Applied Research in Higher Education <[email protected]> Sun, Jun 19, 2022 at 12:12 PM Reply-To: [email protected]

To: [email protected] Dear Dr. Syarifudin Syarifudin:

Thank you for submitting your review of JARHE-05-2022-0173 for Journal of Applied Research in Higher Education. We are very grateful for the contribution you have made to the journal by providing your review. We recognise the value that is added by our reviewers and would therefore like to thank you for your work, by granting you free personal access to up to 40 Emerald journal articles (excluding Backfiles) within a three-month period.

Early next month, we will send an email that will contain all the information you need to activate your personal free access.

Once you have received this email, all you will need to do is:

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On behalf of the Editors of Journal of Applied Research in Higher Education, we appreciate the valuable and efficient contribution that each reviewer gives to the Journal and we hope that we may call upon you again to review future manuscripts.

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9/25/22, 9:43 PM Universitas Islam Negeri Mataram Mail - Reviewer Update - Journal of Applied Research in Higher Education

Reviewer Update - Journal of Applied Research in Higher Education

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Journal of Applied Research in Higher Education <[email protected]> Thu, Jun 30, 2022 at 9:48 PM Reply-To: [email protected]

To: [email protected] 30-Jun-2022

Dear Reviewer,

Thank you for your review of JARHE-05-2022-0173 entitled The Effects of Web-Based Language Learning on University Students' Translation Proficiency for Journal of Applied Research in Higher Education.

This paper has received a Major Revision decision.

Thank you for offering your expertise and on-going support. It is much appreciated.

Yours sincerely, Dr Patrick Blessinger Editor-in-Chief

Journal of Applied Research in Higher Education

Reviewers' comments:

Referee: 1

Recommendation: Major Revision Comments:

Abstract should be brief and precise. Instead of writing five paragraphs, the author/s should state the purpose, method, finding, etc. in one single paragraph (150-200 words.)

Introduction is a it too long and restating the purpose and significance of the research is not required. Instead, the author/s should state the Research Problem and Research Gap.

The Literature Review section seems to be inadequate and does not lead to finding a research gap to justify the purpose of this research.

Additional Questions:

1. Originality: Does the paper contain new and significant information adequate to justify publication?: Yes

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: Literature Review is inadequate 3. Methodology: Is the paper's argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?: Yes

4. Results: Are results presented clearly and analysed appropriately? Do the conclusions adequately tie together the other elements of the paper?: Yes

5. Implications for research, practice and/or society: Does the paper identify clearly any implications for research, practice and/or society? Does the paper bridge the gap between theory and practice? How can the research be used in practice (economic and commercial impact), in teaching, to influence public policy, in research (contributing to the body of knowledge)? What is the impact upon society (influencing public attitudes, affecting quality of life)? Are these

implications consistent with the findings and conclusions of the paper?: Yes

6. Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal's readership? Has attention been paid to the clarity of expression and

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https://mail.google.com/mail/u/0/?ik=6b13f617a0&view=pt&search=all&permthid=thread-f%3A1737067794703863573&simpl=msg-f%3A17370677947… 2/6 readability, such as sentence structure, jargon use, acronyms, etc.: Some changes required

Referee: 2

Thank you for your contribution.

1. Originality: Does the paper contain new and significant information adequate to justify publication?: Yes. The interplay of traditional and web-based language teaching is a relevant topic in the present time, and the experimental study adds new information that might be interesting to the readers.

Still, the research question 1 seems to be too obvious.

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: To some extent. The literature regarding technology outlines its postive effects only. However, its negative effects on language learning are also known, e.g. replacing cognitive activities by using automated translation by students or difficulties of learning success control if students misuse ICT during exams and other forms of final and current control. Adding a critical perspective would increase the value of research.

The message related to Gruddol (2000) is not clear: if over 80% of information in databases is stored in English, it hardly happened in 2000 "for the first time". Some precision is requred here.

Regarding WBLL more context is required. What programs, web resources, CAT tools are used in the translator profession in the respective country and internationally? Which of them are used in languale learning?

The cited author Natalia Gavrilenko (2018) is "she", not "he".

3. Methodology: Is the paper's argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?: Quite.

The gender-responsive approach to the study is a good intention, but it is not reflected in the data tables, so there seems to be no factual proof of the notion that the respective teaching methods display no difference effecting female and male students. If the data in the tables were split by gender, the judgement would be more founded.

As to the WBLL, more information is required with regard to the kind of web tools employed in the study.

4. Results: Are results presented clearly and analysed appropriately? Do the conclusions adequately tie together the other elements of the paper?: Quite (pls. see above).

implications consistent with the findings and conclusions of the paper?: Quite. Some more information on involving specific web tools and resources would be appreciated.

6. Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal's readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.: Quite.

As to the gender-responsive language, "female and male students" or "men and women" are more appropriate forms than

"females and males".

Some minor language mistakes: "technology, technology" (p.3, r.8); Gavrilenko - she, her; Ninety-three (51 females and 42 male) (p.6, r.15); In conclusion, Web-based learning (p.11, r.47); All students, females and male students (p.12).

Referee: 3

Recommendation: Reject

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https://mail.google.com/mail/u/0/?ik=6b13f617a0&view=pt&search=all&permthid=thread-f%3A1737067794703863573&simpl=msg-f%3A17370677947… 3/6 Comments:

Dear author,

Thank you for submitting your journal to JAHRE,

The paper to be publishable requires critical analysis of relevant studies to show the gaps in the current literature.

Secondly, it requires justifications for your claims both in the introduction and methods sections. The findings are doubtful as non-instructed group of students could out perform their traditionally taught counterparts is rationally not acceptable. It also lacks practical procedures of learning that could be practically significant for English teachers.

Hence, the paper is rejected.

Regards,

1. Originality: Does the paper contain new and significant information adequate to justify publication?: The paper overall lacks justifications for most of the claims made. This is particularly found in most sections of the paper, such as the introduction, literature review, and method (see my comment on the manuscript for details)

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: The paper fails to address the gaps in the current literature. It only provides a description of three or five studies without an in-depth discussion and

justifications on the gaps.

3. Methodology: Is the paper's argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?: This section is not justified by relevant literature. For instance, why the authors chose quasi experiments and did not explain why they did not adopt random sampling technique. The authors should have used "convenient sampling technique" as they used Quasi-experimental. However, it is not justified.

4. Results: Are results presented clearly and analysed appropriately? Do the conclusions adequately tie together the other elements of the paper?: The results portray the guiding research questions and linked to relevant studies. However, there are some personal justifications which are not necessary in the discussion section. I am doubting the results of the study because, rationally speaking, it is not justifiable that non instructed group of students outperformed those

traditionally instructed group in the study.

implications consistent with the findings and conclusions of the paper?: I cannot see any practical significances of the study as the authors did not provide a step-by-step procedures on how to teach the students using the web. They only provided research procedures rather than the instructional procedures.

The recommendation for future studies is not detailed, particularly on what research methods should future researchers may come up with.

6. Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal's readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.: Overall, paper is readable, but lacks coherence.

particularly in the introduction section.

Referee: 4

Thank you for an interesting study!

1. Originality: Does the paper contain new and significant information adequate to justify publication?: The paper is original and presents interesting results on language learning, although the number of participants is small for a quantitative study.

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: The introduction needs to be shortened and more focused – it is now fragmented. Several statements lack sources/references, and if the author states

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https://mail.google.com/mail/u/0/?ik=6b13f617a0&view=pt&search=all&permthid=thread-f%3A1737067794703863573&simpl=msg-f%3A17370677947… 4/6 for instance that “Many studies has..”, then the reader expects more than one reference in the end of the sentence.

Overall, the use of references in the text is unsystematic, and should be looked over. The introduction is also more promoting online technology in teaching and learning more than giving a sound introduction to the study.

Some sentences are difficult to understand or feels “empty”, for instance; “Quality-based education has become crucial in education” (p. 2) and “Students' learning is thought to be influenced by web-based learning.” (p. 4)

In RQ2, the authors ask if there are gender differences in terms of the methods used, however, in the introduction there are no discussion on why gender differences are relevant for the study. Why would particularly gender be a variable affecting the results, when there are more relevant variables like individual students’ motivation, self-regulation skills, self- efficacy etc., which probably affects the results more?

Some type errors are found here and there: Some researchers have attempted to gain some insight into the impact of web-based learning on students' translation performance. when teaching translation different teachers use different teaching methods (Giaber, 2018).

The literature review should be more of a synthesis of previous research – not an enumeration of various studies – what do research agree on in terms of effects of web based language learning?

3. Methodology: Is the paper's argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?: The method seems solid, and the experiment is described in detail.

93 participants seem like a small-scale data set for a quantitative study. Therefore, I strongly recommend that the authors incorporate the section Limitation of the study, to explain why the number of participants is so small, and why you can still draw general conclusions.

4. Results: Are results presented clearly and analysed appropriately? Do the conclusions adequately tie together the other elements of the paper?: The discussion and the conclusion are well written.

implications consistent with the findings and conclusions of the paper?: The paper identifies especially implications for how teachers can aid students language learning with the help of technology.

The conclusions are well in line with the research as a whole.

6. Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal's readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.: The first part of the paper should be revised in this aspect.

Referee: 5

Recommendation: Minor Revision Comments:

1. The introduction (1.0), spanning 2 pages, is a bit too long for a 12.5-page paper. An introduction of 4 paragraphs is suggested before the next section (1.1 purpose of study) is discussed. Some of the information in the introduction can be moved to Literature Review section, while some is not relevant and should be omitted altogether.

2. In the Literature Review, there is no discussion on earlier studies that examined if gender affected the effectiveness of instructions. It needs mentioning because in the present study, gender was one of the factors investigated. If no such studies have been conducted before, it should be mentioned as such, thus making the present study more significant.

3. In some sentences, present tense is used when the correct tense should be past tense, as dictated by the context. A thorough rechecking is recommended to ensure the paper is free of grammatical errors. Afterall, the paper discusses a study on English language.

1. Originality: Does the paper contain new and significant information adequate to justify publication?: Yes, the paper does contain new and significant information adequate to justify publication. The paper discusses the role of technology

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https://mail.google.com/mail/u/0/?ik=6b13f617a0&view=pt&search=all&permthid=thread-f%3A1737067794703863573&simpl=msg-f%3A17370677947… 5/6 especially the Internet in facilitating the learning of English as a foreign language. This area of research has begun to be studied only recently; therefore, there exists a wide gap in the literature still. By reporting the findings of a related study, the paper has helped narrow this gap.

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: Yes, the paper does demonstrate an adequate understanding of the relevant literature in the field. The paper manages to highlight why the present study was conducted. However, the paper fails to discuss previous studies that examined whether technology-based learning was affected by gender. This needs to be mentioned, since one of the study's research questions was gender-related. If this has not yet been studied, the paper should highlight that fact, thus making the present study even more significant.

3. Methodology: Is the paper's argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?: Yes, the methods employed are considered appropriate. The methods were quantitative, since the study was quantitative. The quantitative research designed used was experimental, involving the use of pre/post-tests and treatments, which was in line with the objectives of the study.

4. Results: Are results presented clearly and analysed appropriately? Do the conclusions adequately tie together the other elements of the paper?: Yes, the results are presented clearly and analyzed

appropriately. The conclusion manages to summarize why the study was carried out and what the findings showed.

implications consistent with the findings and conclusions of the paper?: Yes, the paper identifies several implications.

Research-wise, the paper serves as a springboard for future studies examining other related aspects or investigating existing findings in greater detail. Practice-wise, the paper may compel course designers to consider integrating web- based learning component into the syllabus.

6. Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal's readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.: Yes, overall, the paper is readable and can be understood by the journal's readers, despite the existence of some grammatical mistakes and improper use of tenses.

Referee: 6

Recommendation: Minor Revision Comments:

Dear author,

The topic is timely, however, some minor revisions are to be made to the manuscript. I have included them above.

Kind regards,

1. Originality: Does the paper contain new and significant information adequate to justify publication?: The manuscript makes a significant contribution to the body of knowledge on web-based language learning and translation proficiency.

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: More recent studies can be

included.

3. Methodology: Is the paper's argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?: The methodology is sound. However, the tense needs revision. Please use the past tense for the methodology section (e.g., the information related to participants' background).

4. Results: Are results presented clearly and analysed appropriately? Do the conclusions adequately tie together the other elements of the paper?: The results section needs revisions. The statistical analyses are not reported according to the guidelines of the APA style. Please give a thorough explanation including the mean scores, SD, etc. More importantly, report the effect size magnitude for the ANOVA.

5. Implications for research, practice and/or society: Does the paper identify clearly any implications for research,

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https://mail.google.com/mail/u/0/?ik=6b13f617a0&view=pt&search=all&permthid=thread-f%3A1737067794703863573&simpl=msg-f%3A17370677947… 6/6 practice and/or society? Does the paper bridge the gap between theory and practice? How can the research be used in practice (economic and commercial impact), in teaching, to influence public policy, in research (contributing to the body of knowledge)? What is the impact upon society (influencing public attitudes, affecting quality of life)? Are these

implications consistent with the findings and conclusions of the paper?: the implications are given. However, there is no mention of limitations of the study. Please acknowledge the limitations.

6. Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal's readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.: Overall, the paper is well-written; however, a

proofreading will help enhance the quality of writing and readability of the text. Please notice the appropriate use of tense.

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9/25/22, 9:42 PM Universitas Islam Negeri Mataram Mail - Invitation to Review for the Journal of Applied Research in Higher Education

Invitation to Review for the Journal of Applied Research in Higher Education

1 message

Journal of Applied Research in Higher Education <[email protected]> Fri, Aug 19, 2022 at 7:45 PM Reply-To: [email protected]

To: [email protected] 19-Aug-2022

Manuscript ID JARHE-05-2022-0173.R1 entitled "The Effects of Web-Based Language Learning on University Students' Translation Proficiency" has been submitted to Journal of Applied Research in Higher Education. This is a revision of a manuscript you reviewed previously, and I would be very grateful if you could review this submission to check the authors have revised the paper appropriately and implemented your suggestions for improvement. This should be less time- consuming than your original review.

The abstract appears at the end of this letter. Please let me know as soon as possible if you will be able to accept my invitation to review. Please click the appropriate link below to automatically register your reply with our online manuscript submission and review system.

*** PLEASE NOTE: This is a two-step process. After clicking on the link, you will be directed to a webpage to confirm. ***

Agreed: https://mc.manuscriptcentral.com/jarhe?URL_MASK=3ede723593154f06b74f26a1ab8959ab Declined: https://mc.manuscriptcentral.com/jarhe?URL_MASK=e5f2878863c247debd36a239e2770591

Once you accept my invitation to review this manuscript, you will be notified via e-mail about how to access ScholarOne Manuscripts, our online manuscript submission and review system. You will then have access to the manuscript and reviewer instructions in your Reviewer Centre.

I realize that our expert reviewers greatly contribute to the high standards of the Journal, and I thank you for your present and/or future participation.

Sincerely,

MANUSCRIPT DETAILS

TITLE: The Effects of Web-Based Language Learning on University Students' Translation Proficiency ABSTRACT:

Web-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly, and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative, and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.

The study is quantitative, with a pretest/ posttest quasi-experimental research design. A total of 93 third-year

undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.

The findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = .342). Furthermore, it was discovered that gender did not affect

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9/25/22, 9:42 PM Universitas Islam Negeri Mataram Mail - Invitation to Review for the Journal of Applied Research in Higher Education

https://mail.google.com/mail/u/0/?ik=6b13f617a0&view=pt&search=all&permthid=thread-f%3A1741589901891956357&simpl=msg-f%3A17415899018… 2/2 students' performance in the posttest (Z = -1.564, p > .05) when each mode of instruction was applied. Finally, the

integrative method was observed to be the most effective.

The findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of EFL learners.

The findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

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9/25/22, 9:41 PM Universitas Islam Negeri Mataram Mail - Manuscript ID JARHE-05-2022-0173.R1 now in your Referee Centre - Journal of Applied…

Manuscript ID JARHE-05-2022-0173.R1 now in your Referee Centre - Journal of Applied Research in Higher Education

1 message

Journal of Applied Research in Higher Education <[email protected]> Sun, Aug 21, 2022 at 8:26 PM Reply-To: [email protected]

To: [email protected] 21-Aug-2022

Thank you for agreeing to review Manuscript ID JARHE-05-2022-0173.R1 entitled "The Effects of Web-Based Language Learning on University Students' Translation Proficiency" for the Journal of Applied Research in Higher Education.

Please try your best to complete your review within the next 2 weeks.

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Dear Editor and Reviewers,

Thank you very much for your valuable comments and feedback regarding my research paper. Each of your insights has served to strengthen my manuscript and I have made changes to reflect them. I have made the changes directly to the manuscript, as well as recorded the changes below.

Answers/Responses to Reviewers:

Referee 1

I am very grateful for your valuable and detailed feedback. I have made your recommended changes.

1. Abstract should be brief and precise. Instead of writing five paragraphs, the author/s should state the purpose, method, finding, etc. in one single paragraph (150-200 words.)

It is one of the manuscript submission requirements to divide the abstract into five paragraphs. However, (The excerpt below is a brief summary of the abstract)

Web-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly, and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative, and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation. The study is quantitative, with a pretest/ posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. The findings revealed a significant difference in both tests for all modes used. Furthermore, it was discovered that gender did not affect students' performance in the posttest when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective. The findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of EFL learners.

2. Introduction is too long and restating the purpose and significance of the research is not required. Instead, the author/s should state the Research Problem and Research Gap.

Revised as requested (The excerpts below were included in the manuscript within the introduction section p. 2-3) 1. Introduction

Web-based learning (WBL) presents good illustrations to learn the language, especially English. A few websites provide entertaining games and online language exercises to attract learners' attention thereby helping them learn English effectively. Specifically, Web-based language learning (WBLL) can generate competency and high-quality results in individual or group English learning. More people are focusing on technology-assisted learning and studying how to make the most of it. Many studies on the use of information and communication technology (ICT) in education have concluded that technologies improve learning and teaching (Asad et al., 2020). ICT has the potential to benefit both learners and instructors because it permits sharing of resources and learning environments and encourages collaborative learning (KÜÇÜKLER, 2021; Leng et al, 2020; Wheeler, 2001). As a result of these assertions, many educators argue that technology aids their teaching and many institutions are adopting technology in their classes.

Learners can use social networking sites to practice with native speakers or language learners they know. They are free to practice together as often as they want. They can find the channels and simply subscribe, and the subscribers will receive the daily updated information. In addition to providing an online dictionary, instant translators are available to translate any content on a translated page without leaving that webpage.

English language learning requires an English environment, but learners cannot always interact with native English speakers face to face. Implemented traditional English language teaching is a one-way teaching mode from teachers to their students, which goes against the fundamental nature of language teaching that is improving students' language communication competence. Currently, WBLL plays a vital role by bridging the distance between the students and the teachers and creating a worldwide communicative stage.

The way of using the Internet to learn the English language can compensate for the lack of a general approach with no real English environment by significantly increasing English independent self-reliance learning as well as proficiency and performance of students by integrating technology in teaching language subjects (Orlanda-Ventayen, 2019). Agarwal and Novickis (2014) investigated the advantages of using WBLL for both teachers and students, concluding that the

availability of modern web resources offers not only students but also teachers with exciting new challenges in teaching and learning the English language.

With the rapid advancement of science, technology and its applications to teaching, such as audio, visual, and animation effects, have come into full play in English classroom teaching, providing a satisfactory framework for reform exploration of the English teaching model in the modern generation. It is clear that technology aids in the promotion of students' activities and strategies, as well as the teaching implications in English classes. Research indicates that students learn best when they are actively involved in relevant and authentic activities, which is becoming increasingly possible with the advancement of technology.

As a result, there has been an explosion of literature on the use of technology in English language instruction. The majority of these works acknowledge technology as one of the most important aspects of education (Ahmadi, 2018;

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In some ways, there has been a strong temptation to highlight the inevitable effect of technology on pedagogy to the extent where the human element of the teacher is replaced by technology. Technological advancements will continue unabated even if we ignore or completely disregard them, and we may never be able to keep up, regardless of our discipline or branch. Therefore, language teachers must be aware of the most up-to-date and best equipment as well as a thorough understanding of what is accessible in any particular scenario (Foresman,2020). Teachers can use technology to deliver more engaging and vivid lectures, such as (new Horizons). Numerous strategies can be employed in the language learning situation to varying degrees. Some can be used for testing and distance education, while others can be used to teach business English, spoken English, reading, listening, translation, and interpreting.

New technologies in the areas of instructional principles, on the other hand, offer something unique and exciting, and should never be used to replace teachers or restrict operations where more traditional methods are preferable (Islam, 2011). There are numerous reasons why many language learners and teachers should always be aware of new

technology. We must also emphasize that new technologies develop and disseminate at such a rapid pace that we cannot avoid their allure and impact (Islam, 2011). Al Hadithy (2015) suggested that a significant shift in the paradigms of translation teaching and evaluation procedures is required for the academic translation programs to be successful.

This is a type of e-learning where students and teachers can interact "virtually." web-based teaching is more efficient than traditional classroom instruction even in primary education and when teaching language subjects (Orlanda-Ventayen, 2019). As just, teachers, including English teachers, are now estimated to use technology in their classes. Although many English teachers are encouraged to create their own Computer Assisted Language Learning (CALL) materials, many prefer to use WBLL because there are so many good activities available for free online. Producing one's e-learning materials can certainly meet the student’s needs, but it takes a lot of time, effort, and money. As a result, many teachers have used WBLL materials in their classrooms.

However, because these materials are being used in a variety of learning contexts, their effectiveness is still up for debate. Educators and educational institutions must grasp the entire scope of ICT's effects on learning (Felix, 2005).

Researchers and practitioners may need to understand how various modes of instructional intervention appear to affect the learning process and outcomes (Lee, 2000). Considering the impact of web-based learning in the language learning process and its implication for the students’ accomplishment, the effects of WBLL on university students' translation proficiency in the Arabic context have received insufficient attention, and the main contribution of this study is an attempt to bridge that gap.

1.1 Problem of the Study

Learning is thought to be influenced by web-based learning. It is used as an instructional delivery tool for various learning activities. However, because web-based education can be used in different modes, more research is needed to determine the best mode of teaching when using technology. As a result, one of the study's goals is to see how language learning, specifically English present perfect translation, affects students in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative (traditional and web-based materials), and web- based learning. It also aims to look into the effects of gender in each mode of instruction and to figure out the best way to learn English language translation.

3. The Literature Review section seems to be inadequate and does not lead to finding a research gap to justify the purpose of this research. Revised and divided into 5 sections (The excerpts in blue were included in the manuscript within the Literature Review section p. 4-8)

2. Literature Review

Quality-based education has become crucial in education (Akareem & Hossain, 2016). The central part of language learning has shifted to how to expand the ability of independent learning anytime and anywhere. Surfing the Internet has been the most popular way to learn a language because it is convenient, entertaining, and saves a lot of time (Pobre, 2019).

The various applications of internet technology have created a new field for self-directed English language learning that is growing in popularity both at home and abroad. Some websites have offered extensive English language learning and information, including listening, speaking, reading, writing, grammar, testing, and basic information. This information, which includes some audio and visual elements, can also be downloaded.

Possibilities supplied by the Internet and different technologies for educational purposes have been catching more attention in recent studies devoted to the problems of using technologies in education including information and communication various technologies (KÜÇÜKLER, 2021). This tendency is supplied by the development of Internet networking and technologies, by their increasing accessibility and utilization, and by the constant search for new methods to enhance educational quality through the use of technology.

2.1 EFL Learning and Technology

Recent advances in online technology and the exponential growth of electronic gadgets have given language learners constant and authentic language input. Additionally, it offered tools for instructors and learners to participate in teaching and learning activities online by managing a variety of tasks such as course content creation and delivery,

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Advanced technologies have made it possible for English as a foreign language (EFL) to participate in the educational setting of language learning (Rassaei, 2017). Numerous studies have recently looked at the effects of integrating various technology in education (Benson and Chik, 2011). Online language learning is essential for the development of language competencies (Fathali and Okada, 2018). It has altered instructional practices and learning strategies (Hollands and Escueta, 2019). In order to motivate students and advance their learning, instructors must find innovative ways to integrate technology into the curriculum. Such integration has offered plenty of chances for EFL students to interact with native speakers in a foreign-language scenario (Reinders and Benson, 2017). The integration of technology in the educational setting has provided instructors and students with exciting potential to improve the effectiveness of the pedagogical process (Yenkimaleki and van Heuven, 2019).

Zengin and Aksu (2017), asserted that technological advancements including computers, the internet, emails, mobile applications, and digital games have an impact on education. Butler-Pascoe (1997) also stated that employing technology, such as a computer, plays a major role as a "multi-sensory collection of text, sound, pictures, video,

animation, and hypermedia" to give relevant contexts to promote comprehension (p. 20). Consequently, it can be claimed that the influence of digital tools on learning achievement is commonly acknowledged.

2.2 Computer-Assisted Language Learning

Studies have been conducted on how technology affects students' academic achievement and language skills. In a study on the impact of computer-assisted language learning (CALL) on language proficiency, Bensalem (2020) discovered that incorporating technology advancements, such as the internet, can enhance students' reading skills and support effective communication of EFL students. He pointed out that instructional technology, as opposed to traditional face-to-face instruction, can alleviate a variety of challenges like shyness and anxiety. Additionally, it can reduce learner variations in terms of learning strategy, which are major barriers in traditional learning situations. Similarly, Hassan Taj et al. (2017) discovered that email and internet usage can help students' L2 reading skills and vocabulary comprehension. Digital tools, they claimed, can help EFL students improve their working memory, which helps them remember and recall word meanings.

Furthermore, some other studies including Chiu et al. (2007), De Vries et al. (2015), and Daniels and Iwago (2017) demonstrated that CALL systems outfitted with Automatic Speech Recognition (ASR) aid in improving learners' speaking skills, and that learners’ oral communication skills can be enhanced by reducing their anxiety levels through technology such as Voice Thread which facilitates speaking practice (Ataiefar and Sadighi, 2017).

2.3 Mobile-Assisted Language Learning

Additionally, mobile-assisted language learning (MALL) has offered EFL educators additional opportunities to improve collaboration and performance in learning language skills (Godwin-Jones, 2011). Alshammari et al. (2018) examined the impact of MALL on EFL students’ reading skills. Using WhatsApp as a teaching medium in EFL instruction, they observed that online EFL students outperform in reading comprehension. They asserted that technology alters the relationship between teachers and students as well as their duties in a learning environment. In a study, Wu (2015) found that mobile devices are essential for offering language students the chance to improve their vocabulary and writing skills.

2.4 Web-based learning and Gender

Regarding gender, numerous research has shown that male and female interaction with technology differs. According to Cuadrado-Garca et al. (2010), there were few distinctions between male and female students in terms of using e-learning and how motivated and satisfied they are with it. Richardson and Woodley (2003) confirmed that female learners were more dedicated and persistent than male learners, which helped them to attain higher learning outcomes. Female learners had stronger self-control than male learners, which also led to their significantly more positive online learning outcomes than males (Alghamdi et al., 2020).

However, no significant gender differences were indicated in learning outcomes because males were more constant in attitudes, while females performed well in engagement (Nistor, 2013). Marimuthu et al. (2013) findings showed that there was really no significant difference in the online learning experience between the male and female students of an English Language Course. Furthermore, no significant gender differences in learning outcomes were established based on learning styles. There were also no significant gender differences in the learning satisfaction between online male and female millennial students.( Harvey et al., 2017).

2.5 Web-based Instruction and Language Learning

Web-based learning will become an essential component of classroom instruction under the direction of teachers (Hajebi et al., 2018). This is based on the fact that blogs let people create original content for themselves and interact with online communities, which enables them to work together and exchange expertise (Shafaei & Abdul Rahim, 2015). Previous research has focused on web-based language learning (e.g. Dlaska, 2002; Lin & Hsu, 2001; Liou, 2001; Liou & Yang, 2002; Sun, 2003 cited in Hajebi et al., 2018). Web-based language learning requires using of the web and includes web- based programs, resources, and tools (Son, 2007). Web-based exercises that are well-designed enabled teachers to work with their students one-on-one or in small groups (Bagheri et al., 2012).

The impact of web-based instruction on language learning has been the subject of numerous research. For instance, Stepp-Greany (2002) examined the use of multimedia in language instruction. She found that the majority of students believed that the multimedia environment enhanced language learning. Another study's findings indicated that using web- based education as a supplement had a substantial impact on writing structure (AlJarf, 2007). Kahn (1997) suggested

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evaluation, management, resource support, ethical, and institutional. Later, Kahn (2001) provided a paradigm for using Web-based instruction ranging from "macro" to "micro" usage.

2.6 Empirical Studies on Web-based translation Learning

With regard to translation in the context of EFL learning, many researchers have claimed that using an integrative method of teaching translation is the best strategy for teaching and learning English (Almahasees & Qassem, 2021; Alikina et al., 2019; Gibar, 2018; Gavrilenko, 2018). The global education system reinforced the use of ICT in language classes, therefore; many teachers and educators have integrated technology, including the World Wide Web, into their teaching (Asad et al., 2021; Xu & Tsai, 2021; Fu, 2013). However, there has been a lack of studies conducted to provide educators with a tangible answer to the perfect way to integrate teaching/learning methods. As a result, researchers must be encouraged to expand on this issue.

Since technology has become an integral part of daily life, language has become increasingly reliant on technological advancements such as audio, video, and even World Wide Web (www) resources (Ahmadi, 2018; Orlanda-Ventayen, 2019). In language learning, translation plays a significant role and many teachers and language educators have attempted to incorporate technology into the learning process in the hopes of improving students' knowledge in the translation process. In addition, research has attempted to gain some insight into the impact of web-based learning on students' translation performance. When teaching translation different teachers use different teaching methods (Giaber, 2018).

According to Giaber (2018), the teaching approach and translation practice portfolio were beneficial to students' learning, particularly in terms of developing and/or improving translation skills (i.e. text analysis, rendering, and revision), language skills, problem-solving skills, interaction skills, collaboration skills, vocabulary, and ethical responsibility awareness.

Almahasees and Qassem (2021) investigated translation instructors' perceptions of teaching and assessing students' performance in online translation courses to better understand the challenges of teaching and evaluating students' performance. The findings revealed that online translation instruction aids students' success in English translation classes. However, it is less efficient than face-to-face learning due to challenges in adjusting to the digital context, a lack of interaction, lower motivation, and inadequacy of data connections. Finally, the study recommended blended learning or combining online education with face-to-face instruction to create a stringent online learning environment

Another study that aimed at teaching translation in a web-based environment has been conducted by Giaber (2018). The integrative teaching approach and the translation practice portfolio were found to be beneficial to students' learning, particularly in terms of developing and/or improving their translation skills (i.e. text analysis, rendering, and revision), language skills, problem-solving skills, interaction skills, collaboration skills, vocabulary, and ethical responsibility awareness.

In his research, Gavrilenko (2018) found that the traditional linear system for teaching translation (sequential learning of specific topics, techniques, mechanisms of translation, and translation tools) makes it very hard to implement and form a complete picture of professional activity. She continued that in a network-learning environment, new theoretical and practical material is introduced in modules and transmitted throughout the course. To put it another way, the study found that technology could aid translation learning and that other shapes of technological enhancement, such as web-based learning, should be incorporated into learning translation.

By comparing the traditional vs. modern translation classroom, Al-Hadithy (2015) has highlighted the unavoidable desire for a new significant shift in the paradigms of translation teaching and assessment procedures for the success of

academic translation programs. Furthermore, Wu (2021) believed that the goal of translation education could be attained by combining multimedia interaction-based computer-aided translation teaching with traditional translation teaching.

Considering the significance of technologies in the language learning process and their implication for their accomplishment, some investigations need to be done on the effect of WBLL on university students' translation

proficiency in the context of EFL learning, particularly in the context of Arab EFL learners which has received insufficient attention. In this case, the research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative, and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation. Previous studies have suggested that the use of technology in language learning enhances student performance. However, no studies have been done using three different groups to examine whether integrative or web-based learning is more beneficial for translation learning than traditional face-to-face teaching, if at all.

This study intended to fill the existing gap in research about university students’ translation proficiency, using an

experimental research design with a pre-test at the beginning of the program and a post-test at the end of the program.

In this respect, the purpose of the present study is to investigate whether there is any significant difference between posttest scores of traditional face-to-face, integrative, and web-based learners with regard to their preferences for language learning strategies, as well as whether there is any significant difference between pre-test and post-test translation scores of EFL students who were exposed to all three instructional methods

1. Originality: Does the paper contain new and significant information adequate to justify publication?: Yes

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: Literature Review is inadequate

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3. Methodology: Is the paper's argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?: Yes

4. Results: Are results presented clearly and analysed appropriately? Do the conclusions adequately tie together the other elements of the paper?: Yes

implications consistent with the findings and conclusions of the paper?: Yes

6. Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal's readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.: Some changes required

Revised Referee 2

I appreciate the time you committed to providing me with detailed and constructive feedback. Your comments were helpful and I have made changes to reflect them

4. Comments:

Thank you for your contribution.

1. Originality: Does the paper contain new and significant information adequate to justify publication?: Yes. The interplay of traditional and web-based language teaching is a relevant topic in the present time, and the experimental study adds new information that might be interesting to the readers. Still, the research question 1 seems to be too obvious.

2. Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?: To some extent. The literature regarding technology outlines its postive effects only. However, its negative effects on language learning are also known, e.g. replacing cognitive activities by using automated translation by students or difficulties of learning success control if students misuse ICT during exams and other forms of final and current control. Adding a critical perspective would increase the value of research.

Revised and divided into 5 sections (The excerpts in blue were included in the manuscript within the Literature Review section p. 4-8)

2. Literature Review

Quality-based education has become crucial in education (Akareem & Hossain, 2016). The central part of language learning has shifted to how to expand the ability of independent learning anytime and anywhere. Surfing the Internet has been the most popular way to learn a language because it is convenient, entertaining, and saves a lot of time (Pobre, 2019).

The various applications of internet technology have created a new field for self-directed English language learning that is growing in popularity both at home and abroad. Some websites have offered extensive English language learning and information, including listening, speaking, reading, writing, grammar, testing, and basic information. This information, which includes some audio and visual elements, can also be downloaded.

Possibilities supplied by the Internet and different technologies for educational purposes have been catching more attention in recent studies devoted to the problems of using technologies in education including information and communication various technologies (KÜÇÜKLER, 2021). This tendency is supplied by the development of Internet networking and technologies, by their increasing accessibility and utilization, and by the constant search for new methods to enhance educational quality through the use of technology.

2.1 EFL Learning and Technology

Recent advances in online technology and the exponential growth of electronic gadgets have given language learners constant and authentic language input. Additionally, it offered tools for instructors and learners to participate in teaching and learning activities online by managing a variety of tasks such as course content creation and delivery,

communication, assessment, administrative tasks, and collaboration (Ellis, 2001; Nichani, 2001).

Advanced technologies have made it possible for English as a foreign language (EFL) to participate in the educational setting of language learning (Rassaei, 2017). Numerous studies have recently looked at the effects of integrating various technology in education (Benson and Chik, 2011). Online language learning is essential for the development of language competencies (Fathali and Okada, 2018). It has altered instructional practices and learning strategies (Hollands and