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Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence 2025 Pp. 176-192
Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, 81310 Johor, Malaysia.
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School of Foreign Languages, Taizhou University, Linhai City, Taizhou, Zhejiang Province, China, Zip Code: 317000.
Language Academy, Faculty of Social Sciences and Humanities,
Universiti Teknologi Malaysia, Johor Bahru, 81310 Johor, Malaysia.
The integration of artificial intelligence tools, such as ChatGPT, into educational practices has opened new avenues for autonomous learning, particularly in the context of higher education. This paper aims to explore how ChatGPT can be applied to foster autonomous learning among Chinese Master of Translation and Interpreting (MTI) students, enhance their translator competence. With the increasing demand for highly competent translators in the digital age, it is crucial to investigate whether AI-driven tools can effectively support MTI students’ competence development. This study investigates Chinese MTI students’ perceptions of the benefits and challenges of using ChatGPT in autonomous learning, and examines the impact of its integration into MTI curricula on students’ autonomous learning and the development of their translator competence. MTI students face unique challenges, including the need for specialized language skills, critical thinking, and self-directed learning to meet academic and professional demands. This study adopts a mixed-methods approach, combining survey data from 175 MTI students across Chinese universities and semi-structured interviews with 20 participants. Results indicate that the application of ChatGPT in Chinese MTI education is still at the initial stage. It is found that ChatGPT facilitates MTI students’ autonomous learning by enhancing their translation accuracy, offering instant feedback, and providing extensive practice opportunities. However, limitations such as translation errors in cultural contexts and the potential risk of over-reliance on AI tools are highlighted. The findings suggest that while ChatGPT significantly supports autonomous learning, its integration into MTI curricula requires careful planning, training, ethical guidance and further promotion.
He, X., & Kang, M. S. (2025). The Application of ChatGPT in Chinese MTI Students’ Autonomous Learning. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence: 176-192
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Xiaoyan He is a PhD candidate specializing in translation studies at Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia. She is also a Senior Lecturer of the School of Foreign Languages, Taizhou University, in Zhejiang Province, China. Her research focuses on translation and cognition, translation profession, translator competence, AI translation and TESOL. ORCID ID: https://orcid.org/0009-0001-1345-0989
Dr. Myoung Sook Kang, PhD. She is a senior lecturer at Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia. Her research focuses on the professionalism of translators, quality standards and ethics of translators, AI translation and teaching Korean as a foreign language. She has been working as a professional translator in Korean-Malay-English. ORCID ID: https://orcid.org/0000-0001-8226-8884