THE IMPACT OF AI-ASSISTED TRANSLATION ON STUDENT TRANSLATORS’ BEHAVIOR
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Abstract
Purpose: This study investigates the impact of Artificial Intelligence (AI)-assisted translation on student translators’ translation behavior, with a focus on the mechanisms through which AI influences cognitive load distribution, translation process paradigms, and competence development. The aim is to provide findings that offer pedagogical insights for optimizing translation training in the AI era.
Study Design/Methodology/Approach: Grounded in cognitive translatology and cognitive load theory, the study employed a mixed-methods design, including a questionnaire survey of 42 student translators, semi-structured interviews with 10 student translators, and a comparative behavioral analysis of human-only translation and AI-assisted translation. Differences in cognitive load patterns and processing pathways under the two conditions were systematically examined.
Findings: The results indicate that AI significantly reduces cognitive load during the initial stages of translation. Difficulties in source-text comprehension decreased from 66.7% in human translation to 40.5% in AI-assisted translation, while issues related to wording and grammar declined from 69.0% to 45.2%. However, cognitive load shifted markedly toward the verification stage, with difficulties in evaluating translation accuracy increasing from 45.2% to 52.4%. The translation process transitioned from a “generative mode” to a “verification mode”. Although students demonstrated improved strategy use and tool literacy, a potential risk of weakened linguistic competence was also shown.
Originality/Value: This study revealed how AI reshapes cognitive load allocation and transforms translation process paradigms, enriching the application of cognitive translation theories in AI-mediated contexts. Thus, the findings offer theoretical grounding for translation pedagogy reform and competence development. Future research may integrate multimodal cognitive measures and instructional interventions to further examine the effectiveness of cognitively engaging translation tasks.
Article Details
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Chinese Journal of Social Science and Management Editorial Division
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