When Support Becomes Dependency: Investigating ChatGPT’s Role in Shaping EFL Students’ Translation Competence

Abstract

Integrating artificial intelligence into translation studies has proven to enhance learners’ translation skills and practice. However, overreliance on this technological tool may give rise to various translation-related issues. This study, therefore, investigates both the benefits and potential risks associated with the use of ChatGPT in translation training for Vietnamese English-major students. It also aims to propose some pedagogical approaches that position AI as more of a scaffolding tool than a substitute in translation training at a university in Vietnam. Sixty third-year English-major students participated in the study and were divided into two groups, with the control group completing the translation tasks mannually while the experimental group utilized ChatGPT for both learning and assessment. Pre-tests and post-tests were used, and the assessment was based on EMT (European Master’s in Translation) dimensions, including language, intercultural, thematic, and strategic competences. Semi-structured interviews were also carried out to explore student perception about the intervention. Findings indicate that ChatGPT improved translation quality by enhancing students’ language, thematic, and strategic competencies, however, it did not really influence their intercultural competence. The problems of pseudo-efficiency and learner autonomy remain a concern.