How AI Benefits Student Translators: An Exploratory Study on the Impact of ChatGPT Feedback on Translation Proficiency

Authors

  • Chunwen Yang

    School of Advanced Translation and Interpretation, Dalian University of Foreign Languages, Dalian 116044, China
  • Jing Chen

    School of Advanced Translation and Interpretation, Dalian University of Foreign Languages, Dalian 116044, China
  • Shuai Hou

    School of English Studies, Dalian University of Foreign Languages, Dalian 116044, China
  • Walton Wider

    Faculty of Business and Communications, INTI International University, Nilai 71800, Malaysia

    Department of Applied Economic Science, Wekerle Sándor Üzleti Főiskola, 1083 Budapest, Hungary

    Faculty of Management, Shinawatra University, Pathum Thani 12160, Thailand
  • Wai Lei Yi

    Faculty of Business and Communications, INTI International University, Nilai 71800, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i10.11080
Received: 15 July 2025 | Revised: 21 July 2025 | Accepted: 29 July 2025 | Published Online: 25 September 2025

Abstract

With the increasing integration of artificial intelligence (AI) in translation training, ChatGPT has become a widely used tool among student translators to enhance their translation proficiency. However, while ChatGPT offers instant feedback and suggestions, its effectiveness in improving translation skills and its limitations remain unclear. Existing research has primarily focused on AI's role in professional translation, with limited studies examining its impact on student translators. This study aims to explore how student translators leverage ChatGPT feedback to enhance their translation proficiency. Underpinned by Social Constructivism theory, the study was conducted through an electronic survey administered via Wenjuanxing to translation students (n = 45). Using thematic analysis, the study revealed five key themes: (1) Frequency of Use, (2) Prompts for Use, (3) Perceived Usefulness, (4) Challenges and Limitations, and (5) Impact on Attitudes, Skills, and Thinking. The study shows that while students found ChatGPT useful for refining translations and improving proficiency, concerns about accuracy, over-reliance, and translation ethics also persisted. These findings contribute to a better understanding of AI-assisted translation learning and highlight the need for a balanced approach that combines AI support with human critical thinking. They provides insights for educators to optimize AI integration in translation training, ensuring students develop both technological proficiency and essential translation skills.

Keywords:

ChatGPT Feedback; Translation Proficiency; Student Translators; Artificial Intelligence in Translation; Social Constructivism; Education Policy

References

[1] Bonner, E., Lege, R., Frazier, E., 2023. Large Language Model-Based Artificial Intelligence in the Language Classroom: Practical Ideas for Teaching. Teaching English with Technology. 23(1), 23–41. DOI: https://doi.org/10.56297/BKAM1691/WIEO1749

[2] Ohashi, L., 2024. AI in Language Education: The Impact of Machine Translation and ChatGPT. In: Artificial Intelligence in Education: The Intersection of Technology and Pedagogy. Springer Nature: Cham, Switzerland. pp. 289–311. DOI: https://doi.org/10.1007/978-3-031-71232-6_13

[3] Constantin, F., Pop, A.M., Sim, M.A., 2023. Human intelligence and artificial intelligence in professional translations—Redesigning the translator profession. In: The International Conference on Strategic Innovative Marketing and Tourism. Springer Nature: Cham, Switzerland. pp. 239–247. DOI: https://doi.org/10.1007/978-3-031-51038-0_27

[4] Muñoz-Basols, J., Neville, C., Lafford, B.A., et al., 2023. Potentialities of applied translation for language learning in the era of artificial intelligence. Hispania. 106(2), 171–194. DOI: https://doi.org/10.1353/hpn.2023.a899427

[5] Tian, X., 2024. Personalized translator training in the era of digital intelligence: Opportunities, challenges, and prospects. Heliyon. 10(20), e39354. DOI: https://doi.org/10.1016/j.heliyon.2024.e39354

[6] Amin, M.R.M., Ismail, I., Sivakumaran, V.M., 2025. Revolutionizing education with artificial intelligence (AI)? Challenges, and implications for open and distance learning (ODL). Social Sciences & Humanities Open. 11, 101308. DOI: https://doi.org/10.1016/j.ssaho.2025.101308

[7] Tavares, C., Tallone, L., Oliveira, L., et al., 2023. The Challenges of Teaching and Assessing Technical Translation in an Era of Neural Machine Translation. Education Sciences. 13(6), 541. DOI: https://doi.org/10.3390/educsci13060541

[8] Xu, S., Sun, Y., Su, Y., et al., 2025. Translation Pedagogy in the AI Era: Design and Application of a ChatGPT-Powered Platform for Training and Feedback. In: Translation Studies in the Age of Artificial Intelligence. Routledge: London, UK. pp. 100–124. DOI: https://doi.org/10.4324/9781003482369

[9] Gao, R., Lin, Y., Zhao, N., et al., 2024. Machine translation of Chinese classical poetry: a comparison among ChatGPT, Google Translate, and DeepL Translator. Humanities and Social Sciences Communications. 11(1), 1–10. DOI: https://doi.org/10.1057/s41599-024-03363-0

[10] Chan, S., 2020. Contribution of Technology-Enhanced Learning: Improving Accessibility to and Effectiveness of Feedback. In: Identity, Pedagogy and Technology-enhanced Learning. Professional and Practice-based Learning. Springer: Singapore. pp. 85–102. DOI: https://doi.org/10.1007/978-981-15-2129-4_5

[11] Joseph, G.V., Athira, P., Thomas, M.A., et al., 2024. Impact of Digital Literacy, Use of AI Tools and Peer Collaboration on AI Assisted Learning: Perceptions of the University Students. Digital Education Review. 45, 43–49. DOI: https://doi.org/10.1344/der.2024.45.43-49

[12] Liu, Y., Han, T., Ma, S., et al., 2023. Summary of ChatGPT-related research and perspective towards the future of large language models. Meta-radiology. 1(2), 100017. DOI: https://doi.org/10.1016/j.metrad.2023.100017

[13] Yang, C., Chen, J., Zou, D., 2025. Artificial Intelligence in Interpreting Education Curriculum: A Delphi Study for Interpreter Competencies. International Journal of Education and Humanities. 5(3), 387–403. DOI: https://doi.org/10.58557/(ijeh).v5i3.323

[14] Zhao, W., Huang, S., Yan, L., 2024. ChatGPT and the future of translators: overview of the application of interactive AI in English translation teaching. In Proceedings of the 2024 4th International Conference on Computer Communication and Artificial Intelligence (CCAI), Beijing, China, 10–12 May 2024; pp. 303–307. DOI: https://doi.org/10.1109/CCAI61966.2024.10602989

[15] Al Shloul, T., Mazhar, T., Iqbal, M., et al., 2024. Role of activity-based learning and ChatGPT on students' performance in education. Computers and Education: Artificial Intelligence. 100219. DOI: https://doi.org/10.1016/j.caeai.2024.100219

[16] Javaid, M., Haleem, A., Singh, R.P., et al., 2023. Unlocking the opportunities through ChatGPT tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations. 3(2), 100115. DOI: https://doi.org/10.1016/j.tbench.2023.100115

[17] Luckyardi, S., Karin, J., Rosmaladewi, R., et al., 2024. Chatbots as Digital Language Tutors: Revolutionizing Education Through AI. Indonesian Journal of Science and Technology. 9(3), 885–908. DOI: https://doi.org/10.17509/ijost.v9i3.79514

[18] Ng, D.T.K., Tan, C.W., Leung, J.K.L., 2024. Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study. British Journal of Educational Technology. 55(4), 1328–1353. DOI: https://doi.org/10.1111/bjet.13454

[19] Zou, D., Zhang, H., Zhao, Y., et al., 2025. Unleashing the potential: how ChatGPT improves gisting skills in student interpreters. The Interpreter and Translator Trainer. 1–25. DOI: https://doi.org/10.1080/1750399X.2025.2507540

[20] Chiu, T.K.F., Moorhouse, B.L., Chai, C.S., et al., 2023. Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments. 32(7), 3240–3256. DOI: https://doi.org/10.1080/10494820.2023.2172044

[21] Lee, H.Y., Chen, P.H., Wang, W.S., et al., 2024. Empowering ChatGPT with guidance mechanism in blended learning: Effect of self-regulated learning, higher-order thinking skills, and knowledge construction. International Journal of Educational Technology in Higher Education. 21(1), 16. DOI: https://doi.org/10.1186/s41239-024-00447-4

[22] Amaro, V., João Pires, M., 2024. Found in translation, lost in education: Artificial intelligence’s impacts on translation tertiary education in Macao. Asian Education and Development Studies. 13(4), 269–281. DOI: https://doi.org/10.1108/AEDS-01-2024-0012

[23] Darwin, Rusdin, D., Mukminatien, N., et al, 2023. Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education. 11(1), 2290342. DOI: https://doi.org/10.1080/2331186X.2023.2290342

[24] Falempin, A., Ranadireksa, D., 2024. Human vs. Machine: The Future of Translation in an AI-Driven World. In Proceedings of the Widyatama International Conference on Engineering 2024 (WICOENG 2024), Bandung, Indonesia, 5–6 March 2024; pp. 177–183. DOI: https://doi.org/10.2991/978-94-6463-618-5_19

[25] Gammoh, L.A., 2024. ChatGPT in academia: exploring university students’ risks, misuses, and challenges in Jordan. Journal of Further and Higher Education. 48(6), 608–624. DOI: https://doi.org/10.1080/0309877X.2024.2378298

[26] Khup, V.K., Bantugan, B., 2025. Exploring the Impact and Ethical Implications of Integrating AI-Powered Writing Tools in Junior High School English Instruction: Enhancing Creativity, Proficiency, and Academic Outcomes. International Journal of Research and Innovation in Social Science. 9(3s), 361–378. DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0022

[27] Khasawneh, M.A.S., Shawaqfeh, A.T., 2024. Breaking traditional boundaries in translation pedagogy; Evaluating how senior lecturers have incorporated digital tools to enhance translation teaching. World. 14(4), 154–166. DOI: https://doi.org/10.5430/wjel.v14n4p154

[28] AlAfnan, M.A., 2025. Large language models as computational linguistics tools: A comparative analysis of ChatGPT and Google Machine Translations. Journal of Artificial Intelligence and Technology. 5, 20–32. DOI: https://doi.org/10.37965/jait.2024.0549

[29] Stojanov, A., 2023. Learning with ChatGPT 3.5 as a more knowledgeable other: An autoethnographic study. International Journal of Educational Technology in Higher Education. 20(1), 35. DOI: https://doi.org/10.1186/s41239-023-00404-7

[30] Kruk, M., Kałużna, A., 2025. Investigating the Role of AI Tools in Enhancing Translation Skills, Emotional Experiences, and Motivation in L2 Learning. European Journal of Education. 60(1), e12859. DOI: https://doi.org/10.1111/ejed.12859

[31] Yang, C., 2025. Exploring essential personality traits for professional interpreters: a Delphi method study. Frontiers in Education. 10, 1597064. DOI: https://doi.org/10.3389/feduc.2025.1597064

[32] Li, F., Tian, L., 2023. Translation Practice and Competence Enhancement in the Age of AI: Applying ChatGPT to Translation Education. In: International Symposium on Emerging Technologies for Education. Springer Nature: Singapore. pp. 219–230. DOI: https://doi.org/10.1007/978-981-97-4243-1_17

[33] Vygotsky, L.S., 1978. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press: Cambridge, MA, USA. DOI: https://doi.org/10.2307/j.ctvjf9vz4

[34] Deterding, N.M., Waters, M.C., 2021. Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological Methods & Research. 50(2), 708–739. DOI: https://doi.org/10.1177/0049124118799377

[35] Robinson, O.C., 2013. Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide. Qualitative Research in Psychology. 11(1), 25–41. DOI: https://doi.org/10.1080/14780887.2013.801543

[36] Guest, G., Bunce, A., Johnson, L., 2006. How many interviews are enough? An experiment with data saturation and variability. Field Methods. 18(1), 59–82. DOI: https://doi.org/10.1177/1525822X05279903

[37] Khan, T.H., MacEachen, E., 2022. An alternative method of interviewing: Critical reflections on videoconference interviews for qualitative data collection. International Journal of Qualitative Methods. 21, 16094069221090063. DOI: https://doi.org/10.1177/16094069221090063

[38] Abdelhalim, S.M., Alsahil, A.A., Alsuhaibani, Z.A., 2025. Artificial intelligence tools and literary translation: a comparative investigation of ChatGPT and Google Translate from novice and advanced EFL student translators’ perspectives. Cogent Arts & Humanities. 12(1), 2508031. DOI: https://doi.org/10.1080/23311983.2025.2508031

[39] Rico, C., González Pastor, D., 2022. The role of machine translation in translation education: a thematic analysis of translator educators' beliefs. Translation & Interpreting: The International Journal of Translation and Interpreting Research. 14(1), 177–197. DOI: https://doi.org/10.12807/ti.114201.2022.a010

[40] Wiltshire, G., Ronkainen, N., 2021. A realist approach to thematic analysis: making sense of qualitative data through experiential, inferential and dispositional themes. Journal of Critical Realism. 20(2), 159–180. DOI: https://doi.org/10.1080/14767430.2021.1894909

[41] Gupta, A., 2024. Qualitative Methods and Data Analysis Using ATLAS.ti. Springer International Publishing: New York, USA. DOI: https://doi.org/10.1007/978-3-031-49650-9

[42] McLay, K.F., Thomasse, L., Reyes Jr, V.C., 2023. Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry. Educational Technology Research and Development. 71(3), 1161–1177. DOI: https://doi.org/10.1007/s11423-023-10192-6

[43] Cress, U., Kimmerle, J., 2023. Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective. International Journal of Computer-Supported Collaborative Learning. 18(4), 607–614. DOI: https://doi.org/10.1007/s11412-023-09409-w

[44] Cai, L., Msafiri, M.M., Kangwa, D., 2024. Exploring the impact of integrating AI tools in higher education using the Zone of Proximal Development. Education and Information Technologies. 1–74. DOI: https://doi.org/10.1007/s10639-024-13112-0

[45] Saleem, A., Kausar, H., Deeba, F., 2021. Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History. 2(2), 403–421. DOI: https://doi.org/10.52700/pjh.v2i2.86

[46] Zajda, J., 2021. Constructivist Learning Theory and Creating Effective Learning Environments. In: Globalization and Education Reforms. Globalization, Comparative Education and Policy Research. Springer: Cham, Switzerland. pp. 35–50. DOI: https://doi.org/10.1007/978-3-030-71575-5_3

[47] Jumaah, F.M., 2024. Exploring constructivist learning theory and its applications in teaching English. The American Journal of Social Science and Education Innovations. 6(8), 7–19. DOI: https://doi.org/10.37547/tajssei/Volume06Issue08-02

[48] Zhao, D., 2021. Innovative applications of computer-assisted technology in English learning under constructivism. Mobile Information Systems. 2021(1), 1676197. DOI: https://doi.org/10.1155/2021/1676197

[49] Al Abri, M.H., Al Aamri, A.Y., Elhaj, A.M.A., 2024. Enhancing Student Learning Experiences Through Integrated Constructivist Pedagogical Models. European Journal of Contemporary Education and E-Learning. 2(1), 130–149. DOI: https://doi.org/10.59324/ejceel.2024.2(1).11

[50] Pietrzak, P., 2022. Self-reflection as a Strategy in Metacognitive Translator Training. In: Metacognitive Translator Training: Focus on Personal Resources. Springer International Publishing: Cham, Switzerland. pp. 105–118. DOI: https://doi.org/10.1007/978-3-030-97038-3_6

[51] Le, H.V., Nguyen, L.Q., 2024. Promoting L2 learners’ critical thinking skills: the role of social constructivism in reading class. Frontiers in Education. 9, 1241973. DOI: https://doi.org/10.3389/feduc.2024.1241973

[52] Kharroubi, S., ElMediouni, A., 2024. Conceptual review: Cultivating learner autonomy through self-directed learning & self-regulated learning: A Socio-Constructivist exploration. International Journal of Language and Literary Studies. 6(2), 276–296. DOI: https://doi.org/10.36892/ijlls.v6i2.1649

[53] Wang, P., Yin, K., Zhang, M., et al., 2025. The effect of incorporating large language models into the teaching on critical thinking disposition: an “AI+ Constructivism Learning Theory” attempt. Education and Information Technologies. 30, 11625–11647. DOI: https://doi.org/10.1007/s10639-024-13244-3

Downloads

How to Cite

Yang, C., Chen, J., Hou, S., Wider, W., & Yi, W. L. (2025). How AI Benefits Student Translators: An Exploratory Study on the Impact of ChatGPT Feedback on Translation Proficiency. Forum for Linguistic Studies, 7(10), 526–541. https://doi.org/10.30564/fls.v7i10.11080

Issue

Vol. 7 , Iss. 10 (October 2025): In progress

Article Type

Article

License

Copyright © 2025 Chunwen Yang, Jing Chen, Shuai Hou, Walton Wider, Wai Lei Yi

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.