ABSTRACT Translation and interpreting (T&I) have long been taught and assessed in higher education contexts worldwide. With the growing demand for grading student-generated T&I, researchers are focusing on automatic T&I assessment. In this article, we aim to initially investigate the utility of ChatGPT as an automatic evaluator for interpreting, by comparing ChatGPT-based scores with those of human raters. We recruited 45 raters from diverse backgrounds to assess 56 English-Chinese student interpretations. Twenty-four ChatGPT-based e-raters were also configured to assess the same interpretations, varying the reference rendition availability, scoring granularity, and model randomness. We conducted statisticalanalysis to examine the reliability, severity, validity, and accuracy of ChatGPT-based e-raters. Our findings reveal that: a) e-raters showed greater reliability and severity than human raters; b) e-raters generally matched human raters in concurrent validity; and c) e-raters outperformed some of their human counterparts in scoring accuracy for English-to-Chinese interpretations. Among the 24 e-raters, those scoring at the passage level exhibited lower reliability, severity and validity but, interestingly, achieved more accurate scores for English-to-Chinese interpretations. These results suggest that ChatGPT-based e-raters may be used as a secondary rater for cross-validation alongside human raters but should not be deployed as sole scorers.

ABSTRACT This study proposes and validates a new model termed Exploratory Talk-Driven Collaborative Learning (ETDCL), integrating structured exploratory talk into Collaborative Learning (CL) to enhance translation problem-solving behaviours. A 16-week quasi-experimental study compared an experimental group (EG) using ETDCL with a control group (CG) following traditional CL. Multimodal data were analysed through a mixed-methods approach. Key findings include: (1) Although both groups displayed similar proportions of uninterrupted problem-solving bundles, the EG exhibited a notable increase in the proportion of Collaborative Problem Recognition (CPR) behaviours, reflecting a greater proportional emphasis on problem identification within the collaborative process. (2) The EG showed enhanced individual problem-solving behaviours, characterised by a higher proportion of uninterrupted bundles and a hierarchical distribution of sub-behaviours: Problem Recognition (PR) >Solution Proposal (SP) >Solution Evaluation (SE). Notably, while the EG demonstrated significant within-group reductions in macro-level, syntactic, and lexical errors, its statistically superior performance over the CG was uniquely evident in the reduction of macro-level discourse errors and syntactic errors. (3) The EG showed higher levels of behavioural, cognitive and emotional engagement. This research contributes to translation pedagogy by providing preliminary evidence for ETDCL as a promising model for fostering collaborative and individual problem-solving behaviours.

ABSTRACT Sign language interpreter training programmes have long been established in many countries, particularly in Western nations with extensive histories of sign language interpreting (SLI). These programmes often vary significantly in structure, are predominantly designed for hearing interpreter students, and leave gaps in addressing the evolving dynamics of the interpreting field. Such recent developments include the professionalisation of deaf interpreters and increasing critique of the lack of diversity in the SLI profession. These challenges are deeply intertwined with ideologies, biases, and power dynamics, and underscore the importance of reflexivity to foster meaningful change within the profession. This paper explores how concepts of positionality and reflexivity can be applied to training and continuous professional development (CPD) to facilitate both learning and unlearning. Drawing on my experiences as a sign language interpreter, trainer, and researcher, alongside insights from deaf professionals and interpreter colleagues, I propose visual methods, such as autophotography and egocentric sociograms, to support reflexive practices by stimulating creativity. These tools aim to deepen awareness of interpreters’ positionality and its impact on their work. By integrating these methods into SLI training and CPD, the profession can foster growth, enabling sign language interpreters to approach interpreting work with deeper self-examination.

ABSTRACT This paper describes a novel approach to translation education, which incorporates a five-week Work-Integrated Learning (WIL) literary translation project into a high-level undergraduate translation course, with WIL defined by Australia’s Higher Education Standards Framework (Threshold Standards) 2021 as any arrangement where students undertake learning in a work context. Although the bulk of industry demand tends to be for legal, medical, technical and business translations, it is widely recognised that literary texts combine several features that pose particular challenges for human and machine translators. These include figurative language, layered meanings, assumed background and cultural knowledge, variations of tone and register, etc. By collaborating on an authentic literary translation of an Australian short story into several target languages, students in the current study acquired professional skills in translation, professional collaboration and the use of artificial intelligence (AI) and machine translation (MT). The emphasis was on the transfer of knowledge and skills accrued during studies into real-world applications, specifically applying flexible, adaptive thinking to industry practice in the context of AI/MT.

ABSTRACT Interpreter training programmes worldwide commonly adopt a learner-centred approach, incorporating peer feedback and technology-assisted feedback. However, the potential of Generative AI in providing two types of feedback, evaluative comments and learning strategies has received limited attention. This quasi-experimental study fills this gap by investigating and comparing interpreting students’ engagement strategies with feedback from a Generative AI chatbot (n = 46) and their peers (n = 42). Participants were encouraged to seek feedback based on the transcripts of their recorded interpretation performances. Using a pre-designed reflective sheet, their engagement strategies with feedback were quantitatively analysed. After controlling for feedback literacy level and academic performance, MANCOVA tests suggested that, compared with the peer feedback group, interpreting trainees interacting with the Generative AI chatbot reported a significantly lower level of agreement and a higher level of dispute with the received evaluative comments. Participants were more motivated to argue with the chatbot than with their peers. Furthermore, learning strategies provided by the chatbot were more likely to be both accepted and disregarded by participants than those from peers. The potential of using Generative AI chatbots as a supplementary source to support peer and technology-assisted feedback practices in interpreting programmes is discussed.

ABSTRACT It has been over 60 years since interpreter and translator trainers began to generate and disseminate knowledge in the 1950s. Although there have been reviews of 10 to 15 years of research, no attempts have been made to review the literature published over the past six decades for an overall landscape of knowledge creation in T&I education. This study attempts to conduct a state-of-the-art review of 68 years of research in the field to identify the existing research themes, research designs, their evolution over time, and the difference in themes between translator and interpreter training research and between translation studies (TS) and non-TS journals. Deductive content analysis was performed to analyse 1171 articles sampled through a heterogeneous purposive strategy from TS and non-TS journals published between 1955 and 2022. The results can inform scholars of existing research themes, research designs, their evolution, and differences in themes between interpreter and translator training research and between journals of different disciplinary categories, providing them with a sense of research context to justify new research.

ABSTRACT The relevance of translation and law degrees as pathways to professional legal translation is the subject of persistent debate, but there is limited research on the relationship between legal translators’ backgrounds and competence levels in practice. This study compares the revision performance of several groups of institutional translators (44 in total) according to their academic backgrounds (legal translation specialisation, translation degrees with no legal specialisation, law degrees or other degrees) and legal translation experience (more or less than three years). The scores of justified, missing and over-corrections, among other indicators, corroborate the crucial impact of legal translation specialisation and subject-matter knowledge in ensuring legal translation quality, while experience can serve to partially fill certain training deficits. Qualified translators with a legal specialisation stood out as the most efficient revisers, followed by law graduates, translation graduates without a legal specialisation and other translators. A subsequent holistic assessment of the revised target text yielded results globally in line with the revision scores, as well as mixed perceptions of the target text as potential machine output. The findings support the added value of legal translator training, and are of relevance for translator recruitment and workflow management. They also challenge the rationale behind ISO 20771:2020 qualification requirements.

ABSTRACT This study combines product- and process-oriented research methods and tools to observe whether and how the presence of pre-translated text affects translation quality and influences the translator’s research patterns. It is part of the LeMaTTT project, a simulated longitudinal empirical study exploring the impact of MT on info-mining and thematic competences in legal translation. Data were elicited through a translation task completed by a cohort of 110 final-year MA trainees with training in legal translation and basic MT literacy, and a cohort of 54 first-year MA trainees with no to very limited experience in specialised translation and post-editing. This paper provides a first analysis of selected process-related data concerning the allocation of time and the use of external resources throughout the translation or post-editing processes of 40 participants, 20 from each cohort. Preliminary results highlight some correlations between the use of time and external resources and both (a) the development of thematic and info-mining competences and (b) the specific type of task, i.e. whether from-scratch translation or post-editing.

ABSTRACT In the fall of 2020, McGill University (Montreal, Canada) launched a graduate diploma that focused on legal translation. The Graduate Diploma in Legal Translation (GDLT) aims to train the next generation of legal translators and jurilinguists in Canada. One of the main pillars of the GDLT is the formal and comprehensive interdisciplinary approach to legal translation competence development (Prieto Ramos 2011, 2015). Based on five core competences (strategic and methodological, communicative and textual, thematic and cultural, instrumental, and interpersonal and professional management), this approach is integrative and process-oriented with the aim of ensuring quality and adequacy in legal translation. McGill University used this approach as a roadmap to create the GDLT structure and plan of study. In this paper, we will offer an overview of McGill University’s initiative, providing critical analysis of the approach proposed by Prieto Ramos and of its interpretation and application for training purposes at McGill University. Our curriculum mapping methodology involves aligning the course-level learning outcomes to the broader programme-level learning outcomes which coincide with the proposed five core competences. Findings on the degree of alignment and an argument for an enriched competence training approach will be discussed in this paper.

ABSTRACT Although writing and translation are closely related text productions, their interface has rarely been studied in translator training. This study examined student translators’ writing and translation products in terms of their quality, errors and self-perceived mental workload. Data were collected from 11 intermediate-level translation students at a university in mainland China. They were asked to complete four tasks: L1 (Chinese) writing (L1W), L1 (English-Chinese) translation (L1T), L2 (English) writing (L2W), and L2 (Chinese-English) translation (L2T). The results of quantitative analyses revealed no significant linear correlation between self-perceived mental workload and quality/errors, but a significant effect of task type on mental workload. Errors most frequently occurred in translation and L2 text production. The L2W error rate predicted L2T scores and L2T error rates. A discrepancy was noted between the students’ self-evaluation and their actual performance. The findings of this study may help researchers and teachers gain a fine-grained understanding of students’ performance in writing and translation and shed light on the development of pedagogical measures in translator training.