The Cultivation of Critical Thinking in Translation Teaching in the Era of Artificial Intelligence
DOI:
https://doi.org/10.71222/er1wrx55Keywords:
artificial intelligence (AI), translation education, critical thinking, translation competence, human-machine collaborationAbstract
With the rapid advancement of artificial intelligence (AI) technology, translation education faces both new opportunities and challenges. This paper examines the cultivation model of critical thinking in translation teaching within the context of the AI era. It aims to shift the focus from skill-based instruction to the development of critical thinking, thus enhancing the core competencies of translators in environments where humans and machines collaborate. The study underscores that critical thinking is a vital component of translation competence. It is not only crucial for addressing complex translation problems but also serves as the intrinsic value of translation education itself. In order to cultivate this skill, the paper suggests a comprehensive approach: establishing a collaborative translation learning community, integrating content that promotes critical thinking, guiding the teaching process to foster this cognitive skill, and developing an AI-enhanced evaluation system. This approach advocates that translation education should align with the principle of using technology as a tool, while preserving humanity as the foundation. By achieving a balance between technological tools and humanistic literacy, the field can ensure the harmonious development of both. This paper offers theoretical insights and practical recommendations for developing well-rounded translation professionals in the age of artificial intelligence.
References
1. Y. Wang, "Artificial intelligence technologies in college English translation teaching," J. Psycholinguist. Res., vol. 52, no. 5, pp. 1525-1544, 2023, doi: 10.1007/s10936-023-09960-5.
2. K. Liu and M. Afzaal, "Artificial intelligence (AI) and translation teaching: A critical perspective on the transformation of ed-ucation," Int. J. Educ. Sci., vol. 33, no. 1-3, pp. 64-73, 2021, doi: 10.31901/24566322.2021/33.1-3.1159.
3. D. Özmat and B. Akkoyunlu, "Artificial Intelligence-Assisted Translation in Education: Academic Perspectives and Student Approaches," Particip. Educ. Res., vol. 11, Prof. Dr. H. Ferhan Odabaşı Gift Issue, pp. 151-167, 2024, doi: 10.17275/per.24.99.11.6.
4. Z. D. Zaghlool and M. A. Khasawneh, "Aligning translation curricula with technological advancements; Insights from artificial intelligence researchers and language educators," Stud. Media Commun., vol. 12, no. 1, p. 58, 2023, doi: 10.11114/smc.v12i1.6378.
5. Y. A. Mohamed et al., "The impact of artificial intelligence on language translation: a review," IEEE Access, vol. 12, pp. 25553-25579, 2024, doi: 10.1109/ACCESS.2024.3366802.
6. P. Urlaub and E. Dessein, "Machine translation and foreign language education," Front. Artif. Intell., vol. 5, 2022, Art. no. 936111, doi: 10.3389/frai.2022.936111.
7. M. U. Tariq, "AI-powered language translation for multilingual classrooms," in Integrating Generative AI in Education to Achieve Sustainable Development Goals, IGI Global, 2024, pp. 29-46, doi: 10.4018/979-8-3693-2440-0.ch002.
8. T. K. Lee, "Artificial intelligence and posthumanist translation: ChatGPT versus the translator," Appl. Linguist. Rev., vol. 15, no. 6, pp. 2351-2372, 2024, doi: 10.1515/applirev-2023-0122.
9. M. Amini, L. Ravindran, and K. F. Lee, "Implications of using AI in translation studies: Trends, challenges, and future direction," Asian J. Res. Educ. Soc. Sci., vol. 6, no. 1, pp. 740-754, 2024, doi: 10.55057/ajress.2024.6.1.67.
10. B. Klimova et al., "Neural machine translation in foreign language teaching and learning: a systematic review," Educ. Inf. Technol., vol. 28, no. 1, pp. 663-682, 2023, doi: 10.1007/s10639-022-11194-2.
11. H. S. Mahdi and Y. M. Sahari, "Exploring the relationship between critical thinking, attitude, and anxiety in shaping the adoption of artificial intelligence in translation among Saudi translators," J. Pedagogical Res., vol. 8, no. 2, pp. 81-94, 2024.
