Human Decision-Making and Editing Behavior in AI-Supported Translation: Evidence from EFL Student Translators
DOI:
https://doi.org/10.54855/callej.262726Keywords:
AI-Translation, Editing behavior, Decision-making processAbstract
Many recent studies have investigated different types of technologies and AI-powered tools employed, and perceptions and evaluation of the AI users in translation. This study further closes the gap of literature by examining students’ behavior and decision-making process in different stages of translation tasks. The study was conducted with a group of 33 undergraduate EFL learners in a translation course in which AI tools were encouraged to use by the teacher. Data was collected from participants’ self-reflection survey, and individual stimulated recall interviews. The findings indicate that students’ decisions to employ AI are shaped by multiple interacting factors; rather than relying on AI uncritically, students positioned themselves as primary decision-makers, using AI selectively. Editing behaviors focused mostly on semantic and pragmatic, accompanied by higher-order cognitive processes. The study highlights the central role of humans and suggests that effective integration of AI in translation education requires careful pedagogical practice.
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