Learning Translation in the AI Era: Indonesian Students’ Perspective on Tool Integration in a Higher Education Institution
DOI:
https://doi.org/10.17507/tpls.1602.17Keywords:
artificial intelligence, learning translation, students’ perception, learner autonomy, hybrid practicesAbstract
This study explores the evolving role of Artificial Intelligence (AI) in translation learning among Indonesian higher education institution students. Using a qualitative case study approach, data were collected from ten English education department students through semi-structured interviews. Thematic analysis revealed six interrelated themes: enhanced efficiency, hybrid human-machine practices, increased learner autonomy, critical awareness of AI limitations, emotional engagement, and equity challenges. While students recognized AI as a valuable tool for streamlining translation tasks and fostering self-directed learning, they also demonstrated caution regarding overreliance and contextual inaccuracies. Most adopted a balanced approach, integrating AI outputs with manual verification and teacher feedback. Emotional comfort and confidence were developed, yet unequal access to premium tools and infrastructure posed barriers. These findings highlight the need for ethically grounded, learner-centered AI integration strategies that promote critical literacy and equitable access across diverse educational contexts in Indonesia. The study concludes by proposing a concept of AI-Integrated Translation that balances technological innovation into translation pedagogy in Indonesian higher education institutions.
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