A review of research on computer-aided translation technologies and their applications to assist learning and instruction

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-10-02 DOI:10.1111/jcal.13072

Rustam Shadiev, Xuan Chen, Fahriye Altinay

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引用次数: 0

Abstract

Background

Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.

Objectives

Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.

Methods

We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.

Results and Conclusions

Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross-cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.

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计算机辅助翻译技术及其在辅助学习和教学中的应用研究综述

背景我们的研究分析了 46 篇关于计算机辅助翻译（CAT）及其教育用途的文章。我们探讨了两个主要领域：CAT 技术在学习和教学中的应用，以及这些研究的研究方法。目标我们的综述涵盖了所使用的 CAT 技术类型、它们在不同学习环境中的应用、理论背景及其利弊。我们还考察了这些研究中使用的研究设计、参与者人口统计和数据收集方法。方法我们使用相关关键词在学术数据库中进行了广泛的搜索，并采用开放式编码方法对已识别文章的内容进行了分析和分类，重点关注教育环境中与计算机辅助学习技术相关的方面。结果与结论我们的研究结果表明使用了 22 种不同的 CAT 技术，其中谷歌翻译最为常见。这些研究大多采用实证研究方法和问卷调查。主要参与者为大学生。计算机辅助翻译技术被广泛应用于各种场合，包括语言学习、翻译教学、跨文化学习和外语讲座。我们确定了使用 CAT 的五个关键理论基础。优点包括消除语言障碍、提高词汇量、改善语法以及为写作和翻译提供参考和反馈。挑战包括翻译不准确和不恰当。不过，大多数研究表明，CAT 对学习效果有积极影响。根据我们的分析，我们为该领域的教育工作者和研究人员提出了建议。这篇综述让我们对 CAT 在教育领域的应用和效果有了全面的了解，为这一领域的未来发展提供了指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope