A Quantitative Inquiry Into Translation App Usage and Post-Editing Strategies Among Taiwanese EFL Tertiary Students
DOI:
https://doi.org/10.17507/tpls.1606.21Keywords:
translation apps, English learning, tertiary EFL learners, post-editing strategiesAbstract
With enhanced technology, numerous students increasingly use varied applications to facilitate their English learning, and some have chosen translation apps to improve their comprehension. However, due to the imperfect and inconsistent quality of translation, the content produced by these apps may still require verification and correction. This study examined how Taiwanese tertiary students utilized translation apps to help them learn English, what post-editing strategies they adopted to check the final product, and their perceptions of using these apps. A total of 519 participants were recruited, and data were analyzed using descriptive statistics, independent t-tests, and one-way ANOVA through SPSS Statistics 23. The results revealed that students primarily used translation apps for reading comprehension, vocabulary acquisition, and pronunciation practice. They frequently applied light post-editing strategies to correct grammar and word choices and full post-editing strategies to add context or rectify inaccurate translations. It also showed that English proficiency influenced students’ use of post-editing strategies; intermediate and proficient students employed post-editing strategies more frequently than those at the preliminary level. Most students expressed positive attitudes toward using translation apps to learn English. Finally, this study highlights the potential of integrating translation apps and post-editing strategies to improve students’ learning efficiency, reinforce their linguistic abilities, and foster metacognitive development.
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