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Abstract
The current study examines the use and perception of Online Technology Tools (OTTs) by Vietnamese students in a translation class. Using the Actor-Network Theory put out by Latour (1987, 2005) and Bourdieu's concept of habitus (1977, 1990), the study collected data from observations to investigate how technology affected students' decision-making as they generated translations. The study also addressed students’ perceptions of the accuracy and benefits of these tools by employing survey questionnaires and focus group interviews. The results indicated that students engaged with a range of OTTs, including Google Translate, ChatGPT, and DeepL. Students' habitus could have an impact on students’ translation process, and technology was a major factor in the approaches and solutions translators selected. Besides, students perceived these tools as increasingly accurate, with ChatGPT and DeepL particularly excelling in handling complex translations. However, their effectiveness varies based on text type and complexity. Employing technology tools for translation assignments was believed to have positive effects on students’ confidence, convenience, time efficiency, and motivation. Taking those findings into consideration, pedagogical implications are discussed for creating best practices for handling technology use to enhance translation training in a Vietnamese setting.
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