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Vietnamese Students' Use of Translation Tech

Contemporary research highlights the importance of utility and ease of use in technology adoption among students, particularly in translation education. While students appreciate translation tools like machine translation and computer-assisted translation, there are concerns about over-reliance on these technologies leading to a lack of critical thinking and linguistic skill development. A study on Vietnamese students reveals a gap in understanding how they engage with these tools, emphasizing the need for a more nuanced approach to technology integration in translation training.

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7 views1 page

Vietnamese Students' Use of Translation Tech

Contemporary research highlights the importance of utility and ease of use in technology adoption among students, particularly in translation education. While students appreciate translation tools like machine translation and computer-assisted translation, there are concerns about over-reliance on these technologies leading to a lack of critical thinking and linguistic skill development. A study on Vietnamese students reveals a gap in understanding how they engage with these tools, emphasizing the need for a more nuanced approach to technology integration in translation training.

Uploaded by

nguyenhocdung2010
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Contemporary research rooted in the Technology Acceptance Model (TAM)

invariably indicates that superficial utility and simplicity of use are a significant
driving force behind student contentment and technology adoption (Nuryakin et
al., 2023). Conversely, it is inescapable that the drawbacks of these models in
fostering in-depth, nuanced interaction with translation-specific instruments have
become progressively discernible in contemporary literature.

Revealed by Adlet et al. (2022), interactive digital technologies heighten


students' sentiment of individuality, agency, and impetus. Nonetheless, their
study attends to overall educational landscapes as opposed to the particular
criteria of translation students, who constantly navigate problems that transcend
mere incentive which encompass linguistic equivocation, contextual
interpretation, and cultural adaptability. In translation training, it is crucial to
evaluate these tools for their intellectual and educative influences besides their
utility.

Omolu and Mappewali (2024), who scrutinized translation education, noticed that
students widely extolled the efficacy of translation tools, not least the machine
translation (MT) and computer-assisted translation (CAT) platforms. Nevertheless,
it is the excessive reliance on these technologies and the potential of students
disregarding analytical thinking and linguistic proficiency development that have
fueled relentless concerns. Their findings are a stark reminder of the preceeding
cautions considering the potential of OTT’s stimulating docile learning behaviors
should it not be incorporated into ruminative pedagogical scaffolders.

As a concrete testament, Vietnamese cultures evince a conspicuous set of


characteristics, whose influences on student perceptions of OTTs are profound.
As observed by Truong (2023), whilst Vietnamese students demonstrates
enterprise in incorporating technology into their academic agenda, their
employment of OTTs explicitly shows a dearth of profound analysis. In a similar
fashion, students may use MT-generated translations indiscriminately or may
abuse computer-based translation tools in a receptive manner rather than a
critical one. What is more distressing is that this predicament is compounded by
long-held educational practices, which favour precision and teacher control over
discretionary experimental process or student-centered perusal.

Despite the attested positive perceptions of OTTs, a substantial gap lies in


grasping how students process, interrogate, and tactically apply these tools in
practical translation tasks. Such gap is filled by the recent examination through
dissecting Vietnamese translation students’ cognizance either in terms of
fulfilment or their depth of interaction, in-depth reasoning, and the circumstantial
factors that drive these behaviors. Not only does this eclipse numerical
comprehension of attitudes, but it embraces a more sophisticated, culturally
informed perspective on student engagement with translation technology as well.

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