Abstract :

Computer-assisted translation (CAT) tools have played an important role in professional translation work. Nevertheless, integrating CAT tools in translation training effectively has remained a conundrum in educational institutions. This research investigates the impact of CAT tools on the learning autonomy of English-majored students in translation courses. Several CAT tools were employed in the training process of 64 students majoring in English translation for 10 weeks. The Learner Autonomy Perception Questionnaire was used to collect quantitative data for pre-test and post-test. Qualitative data was also collected from 15 individual interviews. Findings reveal that the integration of CAT tools has positive impacts on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, metacognitive skills, and freedom, but it has no significant influence on motivation. Furthermore, although CAT tools facilitate opportunities to foster self-confidence, independence of learning and critical thinking skills, they may cause an over-reliance on technology and a lack of creativity and sense of ownership. Accordingly, several teaching implications are drawn in this study.

---

Keywords :

Computer-Assisted Translation, English-majored students, Learner autonomy, Technology tools, Translation training.

---

References :

1. Batineh, M. A., & Tenaijy, M. A. (2024). Adapting to technological change: An investigation of translator training and the translation market in the arab world. Heliyon, 10(7). https://doi.org/10.1016/j.heliyon.2024.e28535
2. Christensen, T., & Schjoldager, A. (2016). Computer-aided translation tools – the uptake and use by Danish translation service providers. The Journal of Specialised Translation, (25).
3. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
4. Gremmo, M., & Riley, P.F. (1995). Autonomy, self-direction and self access in language teaching and learning: The history of an idea. System, 23, 151-164.
5. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
6. Houssami, S., & Benattabou, D. (2024a). Intersections of motivation and autonomous learning activities among Moroccan EFL University students. TESOL and Technology Studies, 5(2), 1–20. https://doi.org/10.48185/tts.v5i2.1194
7. Huang, J., & Benson, P. (2013). Autonomy, agency and identity in Foreign and Second language education. Chinese Journal of Applied Linguistics, 36(1). https://doi.org/10.1515/cjal-2013-0002
8. Karpińska, P. (2017). Computer Aided Translation – possibilities, limitations and changes in the field of Professional Translation. Journal of Education Culture and Society, 8(2), 133–142. https://doi.org/10.15503/jecs20172.133.142
9. Kashefian-Naeeini, S., & Kouhpeyma, Y. (2020). Fostering learner autonomy in educational settings. International Journal of Multicultural and Multireligious Understanding, 7(7), 190. https://doi.org/10.18415/ijmmu.v7i7.1765
10. Lamb, T., 2009. Controlling learning: learners’ voices and relationships between motivation and learner autonomy. In: Pemberton, R., Toogood, S., Barfield, A. (Eds.), Maintaining Control: Autonomy And Language Learning. HKUP, Hong Kong, pp. 67–86.
11. Littlewood, W. (1996). “Autonomy”: an anatomy and a framework. System, 24(4), 427-435.
12. Mahfouz, I. (2018). Attitudes to cat tools: Application on Egyptian translation students and professionals. Arab World English Journal, 4(4), 69–83. https://doi.org/10.24093/awej/call4.6
13. Nguyen, S. V., & Habók, A. (2021a). Designing and validating the Learner Autonomy Perception Questionnaire. Heliyon, 7(4). https://doi.org/10.1016/j.heliyon.2021.e06831
14. Reena, M. (2015). The Impact of Technology on Language Teaching. International Journal of Research, 2(7):523-527.
15. Reinders, H. (2018). Technology and autonomy. The TESOL encyclopedia of English language teaching, 15(3), 1-5.
16. Ross, A., & Willson, V. L. (2017). Paired samples T-test. Basic and Advanced Statistical Tests, 17–19. https://doi.org/10.1007/978-94-6351-086-8_4
17. Sayem, A. (2012). High Tech vs High Touch: Are Language Teachers Leading the Way with Education Technology?. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 1(3&4), 79-93.
18. Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00316-7
19. Zhong, Q. M. (2021). Fostering group autonomy through collaborative learning in an online environment. Studies in Self-Access Learning Journal, 12(1), 79–91. https://doi.org/10.37237/120106