ADVANTAGES AND DISADVANTAGES OF USING MACHINE TRANSLATION IN TRANSLATION PEDAGOGY FROM THE PERSPECTIVE OF INSTRUCTORS AND LEARNERS

Purpose of the study: This paper embodies research on the introduction of machine translation (MT) into translation teaching and learning from the perspectives of learners and instructors/teachers. Four suppositions of employment of MT in translation classes are observed and examined here: MT as a weak (or peripheral) tool, MT as a useful (or essential) tool; MT as a professional treatment; and MT as a CATI tool. Methodology: The objective is achieved using an experimental-survey method with a theory of ‘action about reasons’ (technology acceptance model) adapted from Davis, Bagozzi, and Warshaw’s (1989) work as its framework. The survey tool is done through a closed and open-ended questionnaire while the ‘experiment’ takes the form of MT introduction practice exercises in the classroom. One hundred Iranian undergraduate students from a translation course with MT in its syllabus and thirty translation instructors make up the population for this study. Main Findings: In general, students found MT to be useful for producing their translation and seemed, with good exposure through practice, encouraged to use it. The translation educators too saw its benefits but would only be persuaded seriously to utilize it in their translation classrooms when MT is found to produce a much higher quality of output. Otherwise, the disadvantages might outweigh the benefits and thus make the integration of MT into translation teaching not worthwhile. Applications of this study: Understanding reservations and motivations of translation students and translation instructors from their responses enable translation educators and programmers to redesign their teaching to lessen the challenges and at the same grow their confidence in handling MT and guide them towards efficient and effective use. Novelty/Originality of this study: To date, the testing of MT in teaching has been done in language education per se. In this study, MT is examined as a tool for better translation teaching, and not as a mode of translation as opposed to human translation. This lends originality to the study