CAT Tools in Translation Proficiency Development: Iranian EFL Students' Perceptions in Focus
الموضوعات : نکرش جدید در یادگیری زبان انکلیسی
Zahra Sadat Khadem Olhosseiny
1
,
Mohammad Iman Askari
2
1 - Department of English Language, Central Tehran Branch,Islapmic Azad University, Tehran,Iran.
2 - Assistant Professor, Department of English Language, Central Tehran Branch,Islapmic Azad University, Tehran,Iran.
الکلمات المفتاحية: Computer-Assisted Translation (CAT), Focus-Group Interviews and Questionnaires, Iranian EFL Students, Perceptions, Proficiency Development.,
ملخص المقالة :
This research investigated the perceptions of Iranian EFL students regarding the use of Computer-Assisted Translation (CAT) tools and explored the aspects the tools that contributed to their proficiency development. An exploratory-descriptive qualitative design was adopted to fulfil the objectives of the study by concerning a focus-group interview and a self-report questionnaire for which a total number of 112 students majoring in translation studies were purposively selected. The participants, enrolled in translation programs at various universities across Iran, represented diverse backgrounds, language pairs, and levels of experience. The study commenced with focus group interviews with a subset of participants to gather in-depth insights into their experiences and attitudes towards CAT tools. Thematic analysis was applied to analyze the data collected from the interviews. With reference to the data gathered through the interviews, an adapted thematic-based Likert scale questionnaire was applied to assess participants' perceptions of CAT tools considering usage patterns, perceived benefits and challenges. The questionnaire was cross-validated according to the first phase data analysis using Cronbach’s Alpha. The findings revealed that students held a generally positive perception of CAT tools, recognizing their potential in enhancing translation proficiency development. CAT tools were identified as effective tools for increasing productivity and efficiency, ensuring improved consistency in translations, saving time and costs, enhancing quality assurance, and facilitating collaboration and teamwork. The study suggested pedagogical implications for translation education via integrating CAT tool training into the curriculum for a better preparation of the students to meet their proficient and professional demands.
