مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
The study aimed to investigate the effect of
using ChatGPT on developing written translation
skills among students in English language departments and to measure its effect
on the overall level of these skills and their dimensions, namely semantic
accuracy and meaning transfer, linguistic accuracy, stylistic and contextual
appropriateness, and accuracy in the use of terminology and structures. The
study adopted a quantitative quasi-experimental approach using a two-group
pretest-posttest design. The sample consisted of 160 male and female students
from three Palestinian universities, equally distributed between an
experimental group that used ChatGPT within a structured educational
intervention and a control group that was taught using the conventional method.
A written translation skills test was used as the study instrument, and the
intervention lasted for eight weeks, comprising 16 instructional sessions.
The results showed that the two groups were
equivalent at the pretest stage (p = .772), whereas the analysis of covariance
(ANCOVA) revealed a statistically significant and practically large effect of
using ChatGPT on the overall level of written translation skills (F(1,157) =
177.61, p < .001, η²p = .531) in favor of the experimental group. The
results also showed a statistically significant effect across all four
dimensions, with the largest effect observed in semantic accuracy and meaning
transfer. The study concluded that the structured educational use of ChatGPT is
effective in developing written translation skills. It recommended integrating
ChatGPT systematically into written translation courses, designing activities
based on comparing students’ translations with ChatGPT-generated suggestions
and analyzing them, and training students to critically evaluate and verify the
accuracy of generated outputs while maintaining the student’s active role in
translation decision-making.