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THE IMPACT OF MACHINE TRANSLATION AND COMPUTER AIDED

TRANSLATION ON ENGLISH SENIORS AND JUNIORS' TRANSLATION HABITS IN
FFL AT IUH

Thesis · May 2022

DOI: 10.13140/RG.2.2.12538.36800

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 MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------

GRADUATION THESIS
THE IMPACT OF MACHINE TRANSLATION AND
COMPUTER AIDED TRANSLATION ON ENGLISH SENIORS
AND JUNIORS’ TRANSLATION HABITS IN FFL AT IUH

STUDENT: DO TU KIEU NGOC

HCMC, 05/2022
1
 ABSTRACT

This research aims to describe students’ habits which came under the impact of Machine
Translation (MT) and Computer Aided Translation (CAT). The research was focused on seeking
out the effects affected learners’ translation habits. This study has been carried out on 115 juniors
and seniors majoring in English at Industrial University, who has taken the compulsory
translation courses. The methodology used in this research was qualitative. In collecting the data
needed, the writer used questionnaire as the instrument. After analyzing the collected data, the
majority students used translation tools frequently. The research results showed that using MT
and CAT affected to a greater or less degree on students’ translation habits. The use of MT and
CAT frequently was for helping users to complete translation works better by providing
suggested sentences or even translating a whole text. Almost all students realized that MT and
CAT could not be good without rechecking as they still occur mistakes but students continuously
use these tools as its benefits. Hence, the writer found out translation tool impacts and suggested
solutions in order to highlight advantages of them which affect students’ perceptions to
efficiently use translation tools. From that, learners maybe deliver good translations. In
conclusion, there are still some limitations in this study due to some objective factors. Hopefully
there would be further analysis into this research field to help more English learners in
developing their translation skill.

KEY WORDS: Impact, Translation Habit, Translation Tools

 ACKNOWLEDGEMENT

First and foremost, I am thankful for the School Board of Industrial University of Ho Chi Minh
City, the Faculty of Foreign Languages, the lecturers and staff who have provided me a
professional academic environment equipped me the necessary knowledge for my future career.

Secondly, I would like to express my heartfelt thanks to my supervisor who gave me useful
guidance and advice in each chapter from the beginning to the end of the project. From his
instruction, I could gain a full understanding of how to do a research effectively, which is the
basis to finish my graduation thesis successfully.

Thirdly, I want to say thanks to my peers who have been following and helping me during the
process of writing this thesis.

Fourthly, I would like to express my appreciation to 115 FFL juniors and seniors at IUH who had
been willing to complete the questionnaire honestly. I could not collect and analyze data for the
thesis without their help.

Last but certainly not least, I would like to express my deep gratitude to my mother who always
takes care of me and gives me motivation to develop my career and conquer my lively world. I
feed on my mother’s love. My mother is my strength.

In brief, I remember and thank all people who supported me to overcome obstacles and let me get
the final step of graduation.
 TABLE OF CONTENTS

CHAPTER I: INTRODUCTION 9

1.1 RATIONALE 9

1.2 RESEARCH OBJECTIVE 9

1.3 RESEARCH QUESTIONS 10

1.4 SCOPE OF THE STUDY 10

CHAPTER II: LITERATURE REVIEW 11

2.1 DEFINITIONS OF KEY TERMS / CONCEPTS 11

2.1.1 Translation 11

2.1.1.1 Definitions 11

2.1.1.2 Process 11

2.1.1.3 Methods 13

2.1.2 Machine Translation (MT) 14

2.1.2.1 Definitions 14

2.1.2.2 Kinds of MT engines 15

2.1.3 Computer-aided Translation (CAT) 15

2.1.3.1 Definitions 15
 2.1.3.2 Kinds of CAT tools 15

2.1.4 The difference of MT and CAT 16

2.1.5 The development process of MT and CAT through years 16

2.1.6 The operating principles of MT and CAT 17

2.1.7 The impacts of MT and CAT 18

2.1.7.1 Advantages of MT and CAT 18

2.1.7.2 Disadvantages of MT and CAT 19

2.2 RESULTS OF PREVIOUS STUDIES 20

CHAPTER III: RESEARCH DESIGN 23

3.1 RESEARCH SITE/CONTEXT 23

3.2 PARTICIPANTS/OBJECTS 23

3.3 RESEARCH METHODOLOGY AND RESEARCH METHODS 23

3.4 PROCEDURES 24

3.5 DATA ANALYSIS 25

CHAPTER IV: FINDINGS AND DISCUSSIONS 26

4.1 FINDINGS 26

4.2 DISCUSSIONS 36

CHAPTER V: CONCLUSIONS 38
5.1 CONCLUSIONS 38

5.2 RECOMMENDATIONS 39

5.3 LIMITATIONS OF THE STUDY 39

5.4 FURTHER STUDY 39

REFERENCES 41

APPENDICES 44
LIST OF TABLES

Table 4.1 26

Table 4.2 27

Table 4.3 27

Table 4.4 28

Table 4.5 30

Table 4.6 31

Table 4.7 31

Table 4.8 32

Table 4.9 33
LIST OF FIGURES

Figure 4.1 26

Figure 4.2 29

Figure 4.3 34

Figure 4.4 35

Figure 4.5 36
Submitted by Do Tu Kieu Ngoc

CHAPTER I: INTRODUCTION

1.1 RATIONALE

Digital technology has impacted strongly on the translation industry because it has revolutionized
- making translation easier and more popular, helping people to overcome language barriers.
Although these current technologies are not seemingly reliable enough to completely replace
humans especially when it comes to complex and risky communication, such as business or
negotiation, specialized technical documents or legal cases - machine translation fail in rendering
linguistic discourse aspects. Nevertheless, the great benefits that translation technology has
brought into the translation industry can not be denied. Translation support tools affected to
translators a greater or less degree without their awareness. Translating a text has become easier
for users, or people can easily understand each other with just an online translation tool or a
digital dictionary. Nowadays, there are an array of translation technology tools which help
translators for different purposes. However, this research will only concentrate on discussing the
two main methods: General computer-aided translation (CAT) and Machine translation (MT) to
figure out how these two methods would affect translators. Besides, in addition to the benefits
that General Computer Assisted Translation (CAT) and Machine Translation (MT) bring to
translation, in spite of, there are still many limitations in the mechanism of these two methods
that should be understood by the translators - especially when testing them on specialized texts.
This is a problem because they lack sensibility compared to humans. Parallel with human roles,
but, in order to integrate with the international translation market in the future, properly
understanding and appropriately using translation software will be an urgent requirement for
translators. This practical problem, a research on "The Impact of Machine Translation and
Computer-aided Translation on Translating Learners” would be carried out with “a survey case
on FFL English Majored Seniors at IUH".

1.2 RESEARCH OBJECTIVE

This study identifies the impacts of Machine Translation (MT) and Computer-aided Translation
(CAT) on English Majored Translation Seniors at FFL. In order to carry out this objective, we
aim to discover how MT and CAT influence the translation students’ habits in translation. Based

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on the research results, suggestions will be proposed in order to maintain the advantages and
avoid the disadvantages of CAT and MT for translators. From that, students will know how to
efficiently use supported tools to deliver good translation in the future.

1.3 RESEARCH QUESTIONS

What are the impacts of Machine Translation (MT) and Computer - aided Translation (CAT) on
translation learners’ habits?

What can be done to sustain the positive impacts and restrict negative effects of MT and CAT for
translation learners?

1.4 SCOPE OF THE STUDY

Our research only focuses on analyzing the impacts of Machine Translation (MT) and Computer
- aided Translation (CAT) on Translation Learners’ habits in Translation Subject. Regarding this
thesis, the primary objects of this survey are 115 English Majored Juniors and Seniors who
learned translation subjects at FFL of IUH.

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CHAPTER II: LITERATURE REVIEW

2.1 DEFINITIONS OF KEY TERMS / CONCEPTS

2.1.1 Translation

2.1.1.1 Definitions

After reviewing definitions of some works, it can be seen each definition has its own value in
showing different aspects of translation. According to Osman (2017) cited in Halimah (2018:11)
stated translation is a mental activity which rendered a meaning of given linguistic discourse
from one language to another. Therefore, as it is said by Thriven (2002) that translation plainly is
a matter of seeking other words with similar meaning, but there is a rather role of it is to find
appropriate manners of saying things in another language. As stated by Yinyua (2011), there are
3 language aspects can be listed when mentioning about translation which are cross-linguistic,
cross-cultural and cross-social communication.

2.1.1.2 Process

Newmark (1988:21) mentioned there are “two approaches to translating beside many
compromises between them”.

In the first approach (1), you start translating sentence by sentence, you then get the tone of the
text after experiencing the first chapter. After that, you deliberately gradually review the word
form position, and read the rest of the source text. Moving into the second (2) you now read the
entire source text two or three times, and explore the intention, register, tone, mark the difficult
words and passages. Figure out translating is only started once you have taken all your bearings.

Gile (2009:101) described translation as consisting of a succession of two-phase processing

operations. Each ‘Translation Unit’ in the Source Text went respectively through a
comprehension phase and a reformulation phase.

The comprehension phase

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The translator first reads a source-language “Translation Unit”. It can vary in many length forms
from a single word (“Yes”) to a whole sentence (“Results were excellent indeed”) or more than
one sentence. The size of such Translation Units are listed with a variety definitions. Dancette
(1989: 96) stated “Translation Units” is conceptually similar to ‘chunks’ in the psycholinguistics
literature. The translator formulates (mentally) a “Meaning Hypothesis” for the text segment is
processed as a “Translation Unit”. To do this, translators rely on source language knowledge, but
also on the relevant part of their World Knowledge. Once the translators come up with a tentative
“Meaning Hypothesis” for the “Translation Unit”, they check it for “Plausibility” using their
“Knowledge Base”, sometimes with further Knowledge Acquisition. This comprehension phase
lead to the next phase - reformulation of the “Meaning Hypothesis” in the target language.

The reformulation phase

Once the translators are reasonably sure of the meaning of a “Translation Unit”, they verbalize it
as a provisional Target-Text segment using target language knowledge as well as extra linguistic
knowledge. The translators also test the “Translation Unit” target-language version for editorial
acceptability whether it served with its intended target group functions in terms of clarity,
language correctness, stylistic appropriateness, cultural/social adequacy and compliance with
conventional terminological usage. The translators test the target-language reformulation of the
relevant Translation Unit for acceptability and its plausibility again. Gile (2009) stated that
“when the fidelity and Acceptability Tests for the first “Translation Unit” yield satisfactory
results, the process starts all over again for the next “Translation Unit”, and follows interactively
with the subsequent ones until the end of the Text. Periodically, the translator also conducts
fidelity and Acceptability Tests on groups (aggregates) of Translation Units with various sizes
(sentences, paragraphs, pages, etc.).

The above translation procedures of Gile (2009) has interpreted his viewpoint of translation
process has gone through two phases “Comprehension” then “Reformulation”. Translators should
follow these steps when performing needed translation texts.

Newmark (1988:22) informed the translators will keep rendering translation works with a thought
of 4 translation levels after working on the translation approaches and procedures.

THE TEXTUAL LEVEL

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Rendering texts on the textual level, translators intuitively and automatically make certain 'con-
versions' by transposing the SL grammar into the TL equivalents. Also, the lexical units will be
translated into the sense that is the most suitable in the sentence context.

THE REFERENTIAL LEVEL

Translators need to summarily consider in minds whether a rendering text is technical or literary
or institutional, maybe a range of queries such as “what it is about, what it is in aid of, what the
writer's peculiar slant on it is” will continuously stuck on thinking. Hence, the translation of this
level is some hints of a compromise between the text and the facts.

THE COHESIVE LEVEL

This level links the first and the second level together which you have to bear in mind. It follows
both the structure and the moods of the text. This level is also where the findings of discourse
analysis are pertinent.

THE LEVEL OF NATURALNESS

The level of naturalness is to state the natural usage on the two aspects which are grammatical as
well as lexical “i.e., the most frequent syntactic structures, idioms and words that are likely to be
appropriately found in that kind of stylistic context and through appropriate sentence connectives,
may extend to the entire text”.

2.1.1.3 Methods

Newmark (1988:46) mentioned the different translation methods which will be cited fully as
following:

“Word-for-word translation: in which the SL word order is preserved and the words translated
singly by their most common meanings, out of context”.

“Literal translation: in which the SL grammatical constructions are converted to their nearest
TL equivalents, but the lexical words are again translated singly, (still) out of context”.

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“Faithful translation: it attempts to produce the precise contextual meaning of the original
within the constraints of the TL grammatical structures”.

“Semantic translation: which differs from 'faithful translation' only in as far as it must take
more account of the aesthetic value of the SL text”.

“Adaptation: which is the freest form of translation, and is used mainly for plays (comedies) and
poetry; the themes, characters, plots are usually preserved, the SL culture is converted to the TL
culture and the text is rewritten”.

“Free translation: it produces the TL text without the style, form, or content of the original”.

“Idiomatic translation: it reproduces the 'message' of the original but tends to distort nuances of
meaning by preferring colloquialisms and idioms where these do not exist in the original”.

“Communicative translation: it attempts to render the exact contextual meaning of the original
in such a way that both content and language are readily acceptable and comprehensible to the
readership”.

Through discussion on translation methods, it can be seen that it will have appropriate styles to
conduct a text, which depends on the text genres. However, the “word for for translation” or
“Literal translation” methods should be avoided when translating any text as it hardly expresses
the content texts suitably. Besides, “Communicative translation” is a standard translation method
for regular documents, with this method translators can render the exact meanings of contexts but
still easy to understand for the most common readers. To be forwarded, when it comes to
“Semantic translation”, this style has a bit related to “faithful translation” but concentrates more
on the aesthetic aspects of a literature work.

2.1.2 Machine Translation (MT)

2.1.2.1 Definitions

People have more trends to use machine translation (MT) tools in working. According to Peng
(2018:1), “MT is a branch subject of computer linguistics that analyzes the usage of
computerized tools to translate context or conversation from one human language to another”,

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which based on the three disciplines of linguistics, mathematics and computer science. For
Shuttleworth and Cowie (2014), MT is a term used to refer to computer translation with wholly
or partly assistance of computers.

2.1.2.2 Kinds of MT engines

MT engines have a dominant influence on all activities, especially in the English translation
today. According to Han (2020:3), there are a variety kinds of the MT engines applied technology
are available now online such as Google Translate (GT), Babylon, DeepL, Apple Translate, ect.
which can automatically translate a given text or website in another language. One more MT tool
is MateCat (http://site.matecat.com). They are all friendly with humans and easy to use but still
having the drawback when they are installed. However, the most suitable tool has been chosen to
introduce is GT because of its famous described through Çakir and Bayhan (2021:123), “GT is
generally considered as one of the most commonly used online resources available for translation
in the world as it offers many useful and practical features for the users”. Iftitah and Kuswardani
(2021:17) proved this statement through the thesis that GT is one of many interpretation online
machines. It could be the solution to human inability in the journey of mastering foreign
languages which is really helpful for users when they're difficult to comprehend foreign
languages.

2.1.3 Computer-aided Translation (CAT)

2.1.3.1 Definitions

Computer Aided Translation (CAT) has been defined as tools assist human translators in
translation process. In Chen’s statement (2011), his work was cited in Wei and Bei (2016)
described “Computer Aided Translation or Computer Assisted Translation abbreviated as CAT
which refers to a type of translation process in which translators take advantage of all kinds of
computer applications as aiding tools to help them complete the translation work with high
efficiency and high quality”. According to Yao (2017:106) Computer-aided Translation (CAT) is
a form of language translation where a human translator uses CAT as aided software to support
and facilitate the translation process.

2.1.3.2 Kinds of CAT tools

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As stated by Kovačević (2018:289), some CAT platforms like E-dictionaries and online
dictionaries which are dynamic of update. A forum on translation tools with relevant, reliable
advice which are given by numerous competent translation experts and language specialists is
ProZ (https://www.proz.com/). According to O’Neill (2019:42), the author presented Grammarly
as the world’s most accurate online grammar checker which was chosen by universities. CQU
university has chosen Grammarly as “a potential grammar feedback tool based on its ability to
reconcile contrasting theories on written corrective feedback”. Grammarly worked on six
categories about the errors: contextual spelling, grammar, punctuation, sentence structure, style
and vocabulary enhancement”. Besides those great given tools, choosing one most widely
influenced tool is a need - Kovačević (2018:289) stipulated that Grammarly is a most appropriate
choice as it can be used either online or as a plugin within a text editing software.

2.1.4 The difference of MT and CAT

Ade (2010) concluded there are two types of translations that are machine translation and human
translation. He recognizes that machine translation is the translation process that is all done by
computer. One example of the most popular MT machine currently available is Google Translate
(GT). When using GT, users’ efforts are not necessary. Users simply enter the source language
text to be translated, run the GT engine, and will immediately get the translation results in the
target language. Conversely, In human translation, the translation process is done entirely by
humans or with the help of computer technology. If using computer technology helps, this
translation is also known as computer-assisted translation (CAT). For example, Grammarly is a
grammar checking tool. It is a user-friendly and customisable tool with versatile options. In the
rendering procedure, when the translators are typing documents on it, Grammarly will rapidly
suggest appropriate phrases, check word forms to assist translators complete their texts
effortlessly.

2.1.5 The development process of MT and CAT through years

Since its emergence in the modern technology age, MT and CAT have embarked on a winding
and long path of development to follow the trend of the times with many stages.

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As presented by ElShiekh (2012:57), since the mid 20th century, technology development is key
to MT and CAT which have been operating under computer algorithms. The earliest research on
MT can be traced back to 80 years ago. In 1933, a detailed step for using machines in translation
was proposed by a Russian scientist. As shared by Zong (2018:2), “the development of MT has
been closely linked with the development of computer technology, information theory, linguistics
and other disciplines”. Artificial intelligence is now introduced as a new technological progress
which played a role of neural machine translation system. In 1954, Georgetown University
cooperated with IBM Corporation “completed the first English-Russian machine translation
experiment with the IBM-701 computer”. As mentioned by Zong (2018:2), In the 1970s, “The
traditional manual translation has been far from meeting the needs and urgently requires
computers to perform translation work”. Also, “since the 1980s, with the emergence of corpus
and the increasing demand of translation markets for translation efficiency. CAT has borrowed
from MT methods to strengthen the management of translation memories and terminology
databases and entered a new era”.

2.1.6 The operating principles of MT and CAT

MT

Zong (2018:5) stated “MT will learn accurate word expressions and human language habits
based on the results of human translation and revision, thereby enhancing their translation
capabilities so that they can bring more natural translation experience to people in the future”. Xu
and Li (2021:4) shared that MT has no human participation in the whole process, the translation
result of MT is the final result. Therefore, in order to improve the accuracy of the translation,
machine translation software must have a strong vocabulary and grammar library stored under
database.

CAT

Yao (2017:105) implied CAT used as computer software to support and facilitate the language
conversion process. It means “computer is no longer the only protagonist of the translating
process, and the translators are involved in the whole translation process”. In addition, CAT
played an additional role of translation, it worked as computer aided translation to help human

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translators. CAT can then provide references from its database to translators. Zong (2018:3)
introduced CAT’s working procedure with detailed explanation. It first divides the sentence into
each word and clear the meaning of the word through the electronic dictionary stored in the
machine database, then analyze the meaning of the sentence according to the grammar rule, and
transform it into concept construction, then use the language model to generate the target
language. The language model is the intermediate language between the original language and
the desired target language.

2.1.7 The impacts of MT and CAT

2.1.7.1 Advantages of MT and CAT

As stated by Craciunescu (2004:7), computers help us save time in looking up words in electronic
dictionaries instead of looking through paper dictionaries. According to Han (2020:2), a great
deal of desktop (or offline) translation software is free, user-friendly, and comprehensive. For
Zhou (2021:213) pointed out, CAT ensured the translation consistency. “It has the ability of
helping the interpreter match the project and the sentence structure of the target language with the
project and the sentence structure of the source language very well”. Besides, the database of
CAT software could improve translation efficiency especially cost of translation could also
reduce while translating apply CAT software.

ElShiekh (2012:58) mentioned MT offers some great benefits: about Systran’s software, human
translation is much slower than MT (humans can only translate 2000 - 3000 words per day,
whereas Systran’s MT software can approximately translate 3700 words within a minute). Indeed,
MT has a much better memory because of its database accumulated through working experiences.
The main objective of MT is “to provide a first draft which is then given to a human translator for
editing and polishing”. In that latter case, MT helps save much time, effort and money. Marito
(2017:256) emphasized using MT is helpful as its flexibility in finding words, phrases, sentences,
or even paragraphs faster than opening a dictionary so they could predict the meaning based on
the sentence context. To be said that machine is the most translation rapid type, which can
instantly be used as the need arises, (Hao Peng, 2018). An statement was added by Yao
(2017:106) “translators are able to make their work more efficient and productive. Meanwhile,
CAT incorporates manual editing stage into the software, making translation an interactive
process between human and computer”.

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2.1.7.2 Disadvantages of MT and CAT

Marito (2017:266) affirmed MT tools hardly translated the best result because it still struggle
with recognizing academic terminology. As stated by Xu and Li (2021:4) “MT can only translate
some simple sentences, such as daily conversations, simple business or travel vocabulary, and
some other non-literary text materials. An viewpoint was expressed by Omar and Gomaa
(2020:230) that in spite of the increasing use of MT systems in different fields but it still has
limited work on translating literature may originally be attributed to the figurative devices,
idioms, humor and irony.

English linguistic has its own academic aspects which language learners need to work on to
develop. However, MT and CAT faced limited barriers once working on these academic features,
which proved by unfavorable records frequently. The linguistic aspects listed below are the
features MT and CAT inclined to fail to understand thoroughly which drive to translation errors.

Polysemy: As said by Peng (2018:4) the polysemy phenomenon in English is when a word has
different meanings. The word “branch” has several different meanings, such as “a division of a
plant’s stem” and “an administrative division of some larger or more complex organization”. MT
literally translated through the first meaning appeared in the dictionary without mentioning on
context.

Part of speech: According to Peng (2018:4), Part of speech which poses another problem for
MT. “Do” and “have” serve both as notional verbs and auxiliary verbs, but computers plainly
understand them as notional verbs. Especially, computers usually treated those participles as
verbs when it served as attribute or adverbial modifier though it had the same form with predicate
verbs.

Syntactic Ambiguity: As stated by Peng (2018:4) The ambiguous syntax of English might always
occur, which made difficulties for readers or even English Majors if context was not given or was
not analyzed in correct ways. From that, “ambiguous syntax” would definitely be regarded a
challenge for MT to tackle and understand.

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Semantic: For Peng (2018) “The use of machine translation depends only on words and
sentences only, it can not reach the grammatical and semantic aspects of a language”.

Grammar: Khairulanuar (2009) stated in Peng (2018) most translation engines have faced
problems the value of the grammar or academic meanings of languages in translation, “the result
of the process of machine translation not qualified from the point of grammar” so that it will
affect the translation quality.

Pragmatic level: MT cannot acquire understanding words in situations and context.

Some more drawbacks could be listed through following works. According to Craciunescu
(2004:4) MT are often inaccurate because they take the words from a dictionary and follow
the situational limitations set by the programmers. They lack flexibility in comprehension of the
source language text. O’Neill (2019) cited on Besacier (2014), who indicated that “machine
translation systems are not effective when it comes to literary texts”. He reported that different
lexical, syntactic, and structural features were made which had negative effects on the quality of
the translation. He also pointed out that certain cultural references were not of consideration.
Alsalem (2019:49) pinpointed out that MT tools lack cohesion and coherence, which
consequently affect negative impacts on the translation quality and reliability. For Zhou
(2021:214), the applicable style is prefer working with non-literary translation which are business,
political, legal and other works and the quality of CAT software is not high - “takes the sentence
as the translation unit, which causes the lack of connection between contexts and makes the
translation rigid and unable to withstand scrutiny”. Moreover, as stated by Marito (2017:266) said
that using MT engines that could be a harm to students just depended on MT tools instead of
enriching their vocabulary. This dependence made them more and more lazy to memorize new
words.

2.2 RESULTS OF PREVIOUS STUDIES

After revising some research papers from an array of authors, it can be seen that research
requirements have been guaranteed through their works. With collected data, researchers were
able to affirm the problem statement results.

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Specifically, Keegan (2009) cited in Marito (2017:258) chose qualitative methodology as the
primary method, which cooperated with a questionnaire to collecting data. According to Keegan
(2009), the qualitative methodology is less easy to define. It explores questions such as what,
why and how to figure out the implied viewpoints of respondents rather than uses how many or
how much to ask just for having the measurement. Questionnaire is designed to explore behavior,
thoughts, opinions, meaning and the like. Marito (2017:258), the research was conducted at the
eighth semester of English Department of University of Riau Kepulauan with the participation of
25 students studied translation subject at sixth semester. Respondents filled out questionnaire to
help researchers “obtain natural wording, to add variety to a questionnaire, to obtain exact
numerical data, and to provide respondents with opportunities for self-expression or elaboration”.
The questionnaire covered 5 indicators consisted of 20 items about the machine translation use
frequency; the usage of machine translation use; the difficulties on using machine translation; the
machine translation weakness; and the solution on using machine translation. After the survey
has been done, the collected data shew quite a lot of unexpected answers that over reliance on the
translation tools lead students to have no “confidences and efforts to enrich their vocabularies,
they just depended on the Machine Translation”. However, the core thesis result just mainly
focus on spotlighting advantages are gained by using computer tools.

This research paper has inclined for advantages of MT tools. Thus, it is another side of a coin
because the research in charge considered on highlighting the benefits of computer translation
tools along with pointed out existing disadvantages. Therefore, it would cue some appropriate
suggestions in order to help translators restricted disadvantages and applied more advantages of
MT in translation.

According to Yanti (2019:129), the research used Descriptive-Qualitative method. Questionnaire

and interview are the two approaches used to collect the data. The data was gained on 64 students
of the English campus, who had taken Translation class. The researcher selected and interviewed
14 out of 64 students who had been selected based on their responses in the questionnaire. “The
research objectives are to find out and to describe the Sixth semester students’ perception in using
Google Translate (GT) in Translation class”, especially in translating text, advantages and
disadvantages of GT. In students’ viewpoint, GT was more useful for their translation learning.
The statistical showed that students used GT as a fast dictionary to help them look up the

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vocabulary meaning faster and easier beside its high weakness of inaccuracy. Additionally, the
errors and inappropriate word order produced by Google Translate could be possibly be source
for student learning, practicing grammar, and translation skill to become better.

The paper of Yanti (2019) GT hardly translated all the words with a total accuracy. Moreover, it
also faced with struggles when translating the text due to the limitation in understand the context,
which made most students tended use other resources to confirm the meaning. To be said that
translators should be concerning this matter while translate texts to produce great translation
works which are combined effectively between human factor and the machine assistance.

O’Neill and Russell (2019:46) stated in the thesis use the two methodologies quantitative and
qualitative which divide into phases with two different groups. Ninety-six students were involved
in this research with 54 students were in the experimental group, and 42 were in the control group.
After the practical survey, qualitative data found that the time issue was not mentioned by any of
the students who received feedback using Grammarly. The students would like to improve their
assignments and develop their long-term writing performance. It means Grammarly was chosen
as “a means of providing the grammar feedback”. Results showed that the students satisfied in
relation to the amount of time spent to get benefits to their writing. However, there are some
concerns that expressed to the accuracy of the program, the Grammarly propensity usually miss
errors and correct those right things and technological glitches. Similarly, the figures showed that
Grammarly can be used with students of different language levels, but greater discretion or just
simply mentioned as a revised approach needed with students.

Through this research paper, as known that Grammarly is a representative for CAT tools in
general. It can be seen that Grammarly referred here with the great benefits in helping students
improve their writing ability by suggesting suitable phrases. Besides, disadvantages are all still
refer to the thesis with some proofs such as Grammarly can figure out errors but sometimes
mistakes still occur. It missed errors and correct the right ones instead. Therefore, translators will
gain the ability “working” with machine to lighten the translation workload.

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CHAPTER III: RESEARCH DESIGN

3.1 RESEARCH SITE/CONTEXT:

The researchers conducted the study at the Industrial University of Ho Chi Minh City ( IUH)
which is one of educational systems directly under the Ministry of Industry and Trade located in
Go Vap District, Ho Chi Minh City. IUH is a collegiate university with many departments, The
Faculty of Foreign Languages (FFL) was established in 2005 in which teaching English is the
faculty specialty. Throughout the development process, FFL has been making many innovations
to update language teaching methods through years and practically used the curriculum follows
the modern language teaching trend in over the world. The department has hold an array of
curriculum and syllabuses for students with different levels, the short - medium - long terms and
types of training. Especially, translation courses has been organized to meet the education
standard quality of the whole syllabus. Hence, this is a site where the researchers would like to
make an investigation about “The Impact of Machine Translation and Computer-aided
Translation on English Seniors’ translation habits in FFL at IUH”, which is an aspect in
translation field.

3.2. PARTICIPANTS/OBJECTS:

The current research objects were English-major seniors and juniors in FFL at IUH. The total
number of participants was 115 students who have been taking translation courses, with at least 5
credits. During those courses, students explored different translation methods as well as acquired
theoretical and practical knowledge. Also, using MT and CAT tools tends to be students’
personal decisions rather than an official requirement.

3.3. RESEARCH METHODOLOGY AND RESEARCH METHOD

3.3.1 Research methodology

The study employs quantitative methodology, conducted with an aim of figuring out the impact
of MT and CAT on students’ habits in translation. Indeed, the numerous mathematical samples

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analyzed easily by quantitative methodology. It means the research results are obtained quickly
and accurately as well as technical errors related to human factors may be minimized. Besides,
the authors also combine utilizing in the research in order to explore the experience, attitudes,
behavior of students when applied MT and CAT in translation.

3.3.2 Research method

* Questionnaire
The researcher will use a standardized questionnaire in order to gather the needed data because it
requires less time- consuming to be done for a quick survey and its form may include space for
open-ended questions where respondents can indicate comments why they responded in certain
ways or provide other detailed information. It means this approach is design to provide
respondents with opportunities to express themselves or make elaboration on a matter, which
working on. Moreover, the statistical data will also be gained from respondents fully.

3.4. PROCEDURES

The questionnaire covers 4 indicators (Personal Information, Translation Process, Experience,

difficulty) that consist of 15 questions focusing on the impact of MT and CAT on IUH English
majored students’ habits. They are about personal information of respondents; translation
procedure; the difficulties faced during translation procedure; the popular MT and CAT tools; the
advantages of MT and CAT tools; and the disadvantages of MT and CAT tools. The study was
conducted in three phases.

The first phase: Planing the questionnaire ideas

The group of authors designed the study questionnaire on Google Form platform, all the
questions and answers for each sections presented which based on the theories extracted from
literature review. The researchers designed the questionnaire with 6 main parts to collect students’
translation habits.
The second phase: Revising the questionnaire for publishing
All the authors had a meet with the supervisor to select the appropriate sections to design for
questionnaire, the supervisor suggested some important factors should be added into the
questionnaire. Then, the group of researchers rewrite and review it all to publish the most
completed questionnaire which will be used to collect students’ points of view about the impact

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of MT and CAT on their translation habits. Finally, the survey form was publicly sent to the
groups of seniors and juniors as well as was privately sent to individuals included friends and
acquaintances.
The third phase: Quantifying statistics
After collecting required data on 115 respondents with 4 parts designed by using Google Form,
the group of authors fully figure out the level impact of using MT and CAT and can now clarify
those effects in the best method accordingly.

3.5. DATA ANALYSIS

Hence, in order to collect the data, the author shares the questionnaires directly. Then, the
collected responses will be analyzed in two groups of objects include frequent and rare users of
MT and CAT. The researchers unitedly apply Microsoft Excel to conduct analyzing managed
data. Before processing the data, the authors count how many participants completed the
questionnaire. Then the researchers converted the general number into tables, charts, graphs by
using Microsoft Excel to finish this step easier. In a nutshell, all the collected data information
from the Google form, which will be extracted into an Excel file. Last but certainly not least, the
writers use the skill used for writing task 1 to analyze the last results from Microsoft Excel.

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CHAPTER IV: FINDINGS AND DISCUSSION

4.1 FINDINGS

4.1.1 Frequency of MT and CAT use

The collected data were classified and analyzed based on the frequency of students’ use of MT
and CAT in translation.

Figure 4.1. The extent of using MT and CAT

As can be seen from the pie chart, the students who frequently used MT and CAT accounted for
73%, which was much higher than the percentage of people who rarely used translation aids, at
27%.

4.1.2 Students’ performance in translation

Rarely use Frequently use

Distinction 9.7% 6%

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Good 58.1% 70.2%

Average 29% 21.4%

Below Average 3.2% 2.4%

Table 4.1 The translation latest mark

Table 4.1 illustrates the majority of the surveyed people achieved a good mark. However, it is
essential to notice that more frequent users of MT and CAT, 70.2%, gained this score than those
who rarely used the tools, at 58.1%.

4.1.3 Impacts of MT and CAT on students’ translation habits

4.1.3.1 Text comprehension approaches

Translating Reading the whole text, then Moving translation

sentence by starting translation process when results from the first
sentence you acquire the the text edition draft

Rarely use 51.6% 38.7% 9.7%

Frequently 48.2% 44.7% 7.1%
use

Table 4.2. Text translation approach

As can be seen in Table 4.2, the second approach was the most correct approach which took the
higher percentage, at 44.7%, from the group of people who frequently used these tools rather than
in the group of rare users (38.7%). In the other two approaches recorded the higher proportion of
the group of rare users, with 51.6% compared to 48.2% of the frequent user group for the same
approach of “translating sentence by sentence”.

4.1.3.2 Translation steps

1 step 2 steps 3 steps 4 steps 5 steps 6 steps

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Rarely use 19.4% 22.6% 38.6% 9.7% 0% 9.7%

Frequently 13.1% 15.5% 21.4% 29.8% 9.5% 10.7%

use
Table 4.3 Steps of translation process

From the above data, it can be seen that the number of people who chose 4 steps in the translation
process accounted for the highest proportion in the group of people who often used MT and CAT,
with 29.8%. However, in the group rarely used it, it was only 9.7% people chose 4 steps. Besides,
the number of people who chose 3 steps in the two groups had the opposite ratio with 38.6%
(rarely use) and 21.4% (frequently use).

There are two directions of analyzing. The group of people rarely used tools mostly focused on
selecting the first 1 to 3 steps. Instead, the group of frequent users tended to follow the steps 4, 5,
6 with the significant rate of 29.8%, 9.5% and 10.7% respectively.

In a nut shell, although 6-step translation process is a must once translating texts, the number of
people selected 4 steps accounted for the highest percentage which showed the negative impact
of using MT and CAT on the habit of conducting translation steps of the group of people who
often used these kinds of tools. However, the advantages of MT and CAT was also mentioned
through data of the frequent users who mostly chose steps 4 to 6.

Translation Meaning Plausible Target Acceptable/ Acceptable/

unit Hypothesis Language Faithful 1 Faithful 2
Reformulation

Rarely use 25.7% 17.4% 17.4% 15.1% 15.1% 9.3%

Frequently 24.1% 13.5% 17.3% 18.4% 14.9% 11.7%

use

Table 4.4 Steps of translation process

According to the shown figures, it showed that although the last step in the translation process
contributed a lot to a more complete translation text, it presents for the lowest percentage of all

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the steps. The group of frequent users accounted for 11.7% which was lightly more attractive
than the statistic in the group of rare users, with 9.3%. In the other hand, other steps were
highlighted by a phenomenon of the rare user group which mostly took an upper hand over the
frequent user group, with 25.7% (rarely use) and 24.1% (frequently use) for the step of
“translation unit”.

From that analysis, it shows the negative impacts of using MT and CAT on the habit of
conducting text translation steps of the group of people who frequently used these tools. However,
the last step of translation was mentioned quite a lot by the frequent users (11.7%), which led to
the bright aspect of using MT and CAT. Students might experience more on this step when
applying tools.

4.1.3.3 Targeted levels of translated texts

Figure 4.2 The levels of translation

From figure 4.2, we can see that the group of people who frequently use MT and CAT expressed
that Cohesive Level was the most familiar level to them (30.7%), and in the group of people who
rarely used tools, which estimated at 20.7%. Also, the data showed that the levels of Textual,
Referential took more responses from the group of frequent tool users with 16% and 27.3%.

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However, at the level of naturalness, the group of frequent users of MT and CAT accounted for
26%, lower than the ratio 32.7% of the group of rarely used these tools.

Naturalness of Level is the standard expecting translation level once translating a text, but the
group of people who frequently used translation tools was less targeted in. From that, it can be
seen that the translation habits of this group was negatively affected by MT and CAT.

4.1.3.4 Translation methods

Word Liter- Faithful Semant- Adaptati- Free Idioma- Commu

for al ic on tic nica -
word tive

Rarely use 8.1% 16.3% 23.2% 15.1% 11.7% 5.8% 8.1% 11.7%

Frequently 8.8% 9.7% 23.5% 16.4% 13.3% 8% 8% 12.3%

use

Table 4.5 Methods of translation

Table 4.5 the two group of users more or less were all interested in the Faithful translation
method (loyal to the translation), recorded at 23.2% (rarely use) and 23.5% (frequently use).
“Literal” was considered as the unexpected method but gained more percentage from the group
of students rarely used MT and CAT, at 16.3%, which was higher than the figure 9.7% of the
frequent user group. “Communicative” was known as the better translation method recorded the
significant statistic, at 12.3%, of the group of frequent users of MT and CAT, which tool over the
percentage from the rare user group (11.7%). Through this data, as we can see that using MT and
CAT could lead to benefits in choosing translation method.

However, the group that frequently used MT and CAT tended to choose Faithful translation
method. Although it is one of the good translation methods, it still lacks flexibility in expressing
content and meaning. As an English language student, the Faithful Level option is quite low
when translating a text, so MT and CAT negatively affect students' habit of choosing translation
methods.

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4.1.3.5 MT and CAT kinds

Kinds of MT English- English-

Apple Translate
and CAT English Vietnam-ese

Grammarly
dictionary dictionary

Translate

Babylon

Matecat
Google

DeepL
online online

ProZ
%

Rarely use 27.7 4.4 1.2 4.4 2.2 17.8 1.2 23.3 17.8

Frequently
27.3 1.1 1.4 0.7 2.9 18.2 0.4 25.5 22.5
use

Table 4.6 Translation aids (MT and CAT)

The majority of students in both groups “rarely use” and “frequently use” mostly experienced
Google Translate, 27.7% and 27.3% respectively. It shows that it is a commonly used tool
belonged to the MT group. Besides, both groups of CAT accounted for a high percentage such as
the English-English dictionary 23.3% in the group of infrequent users and 25.5% in the group of
frequent users and the English-Vietnamese dictionary, accounted for 17.8% and 22.5%
respectively.
However, in both groups, ProZ tools are used sparingly (a website where tips and job search
assistance are shared), specifically in the low-use group, only 1.2% and the high-use group
accounted for 0.4%.
4.1.3.6 MT and CAT using situations

Facing new Encountering unusual Translating the whole

word/phrase sentence sentence

Rarely use 31.4% 41.1% 27.5%

Frequently use 38.9% 37.0% 24.1%

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Table 4.7 Situations of using MT and CAT

The table 4.7 illustrates the group of students rarely used MT and CAT showed they use
computer tools once “encountering an unusual sentence structure” and “translating the whole
sentence”, which estimated at 41.1% and 27.5% respectively. The group of frequent users shared
the lower ratio.
Besides, “facing new word/phrase” was the concept most often taken in the group of people who
frequently used computer tools, which recorded in 38.9% rather than the percentage of choosing
in the group of rare users, at 31.4%. This pointed out students tended to use tools once facing new
word and phrase.
4.1.4 Students’ perceptions of MT and CAT

4.1.4.1 Benefits

Save Translate Improve Support Convenient Suitable for

time text into translation faster to users can translating
multiple productivity vocabulary use it all the business,
languages search time political,
legal
documents
and others

Rarely use 19% 17.9% 16.8% 19% 16.8% 10.5%

Frequently 21.2% 14.3% 16.6% 20.8% 17.9% 9.2%

use

Table 4.8 Benefits of using MT and CAT

From the table 4.8, it can be seen that both groups that used MT and CAT have the same opinion
that these tools help them save time estimated as the highest rate of 19% (rarely use) and 21.2%
(frequently use).

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Besides, both groups of rare users and frequent users also recognized that the tools to help them
look up words faster accounted for the same proportion as the time saving benefits of 19% and
20.8%, respectively.

4.1.4.2 Limitations

Having Translation Translators Reducing The Not

low aids are not can be too creativity elements of suitable
accuracy context- dependent in human semantics, for
and aware on translation literary and translating
confusing enough to translation syntax are literature
for readers translate support not and
correctly tools; They conveyed poetry
become lazy correctly
to self-
translation

Rarely use 11.3% 23.9% 14.8% 19.3% 14.8% 15.9%

Frequently 10.4% 20.8% 21.9% 19.8% 13.9% 13.2%

use

Table 4.9 The limitations of using MT and CAT

The above data shows that students all faced limitations once using MT and CAT. Specifically, in
the group of people who often used MT and CAT, they realized the biggest limitation was that
they were too dependent on translation support tools, making them lazy to translate themselves
(21.9%). In contrast, in the rarely use group accounted for a low rate of 14.8%. “Reduce
reactivity” accounted for the higher figure, at 19.8% in the group of frequent users and reached to
19.3% for the rare user group. From that, it shows that the majority of MT and CAT users are
dependent on them both in the two groups of users.

4.1.4.3 Challenging stages in translation

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Figure 4.3 Difficult stages in text translation

The diagram shows that both groups of students rarely or frequently use MT and CAT all had
difficulty at the stage of selecting words and structures to translate into target language,
accounted for a highest rate of 53.5% and 47.7% respectively.

However, the percentage of the first stage lightly gained the higher rate in the group of frequent
users with 32.9% rather than the figure 30.2% in the group of rare users. This trend continuously
followed with the last step of completing texts, the proportion was estimated to 19.4% in the
frequent users group, which was a bit increasing compared to the rare users group, 16.3%. This
pointed out MT and CAT affected students’ habits on two main difficult stages of translation.
4.1.4.4 Difficult text translation aspects

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Figure 4.4 Difficult aspects of text translation

As can be seen in figure 4.4, the percentage of “Context” aspect was recorded 26.9% in the group
of frequent users, which gained an upper hand to the percentage rate in the group of rare users, at
21.9%. It means students of the frequent group, who perceived “context” as the most difficult
aspect while rare respondents admitted “grammar” was the hardest one, accounted for 26% took
over the proportion in the frequent group, 21.6%.
4.1.4.5 Degree of MT and CAT solving problems

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Figure 4.5 Degree that MT and CAT can resolve students' difficulties
From the results, it is shown that both groups of rarely and frequently users mostly chose the
option that MT and CAT tools helped to partially resolve translation difficulties, accounted for
93.5% and 83.3%, respectively.

4.2 DISCUSSIONS

In summary, basing on the obtained quantitative data of the questionnaire result, which inclined
that using MT and CAT absolutely have impacts on both sides of advantages and disadvantages
of students’ habits. When it comes to drawbacks of supported tools, as can be seen some
concerns like applying tools may reduce creativity or even made users more lazy and depend on
tools. In addition, the lack of translation steps in process may consider as an drawback which
made translators tended to ignore important ones, the most recommended translation level was
concerned as “naturalness” but users do not notice it enough may drive to poor quality translation
texts. To be added, faithful method (an unexpected method) recorded as the majority answered
concept which lead to another disadvantage of using MT and CAT. Besides, students can easily
encounter problems with stages of comprehending source texts and editing the translated texts,
respondents also prefer choosing “context” as the hardest aspect once facing difficult aspects of a

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conducted text. One other matter need to be cared is tool solving degrees as using tools can only
help solves a bit problem degrees, not completely solves difficulties in translation. On the other
hand, each individual has their own strategies to appropriately use benefits of added tools while
working on texts in order to find out the most suitable methods for improving text quality.
Translators may apply tools to get up speed of translation, the tools assist them more with its
convenience as users can flexibly operate online platforms without having login fee and users can
search vocabulary faster. Moreover, students tend to get more good scores, they also follow the
most expected approach and keep a trend of selecting more translation steps (also experience the
last editing step), users are lightly aware of the translation method - literal - unexpected method
was not be chosen as the highest percentage - communication - the most expected method was be
chosen with the significant figure. Furthermore, using MT and CAT also helps users partially
resolve their difficulties once translating texts. Similarly, when compared the findings to other
previous research papers, almost researchers have alignments on these viewpoints mentioned
above. As stated by Marito (2017), his statement about added tools’ disadvantages that using MT
engines that could be a harm to students who just depended on MT tools instead of enriching
their vocabulary. When it is compared to the theory of translation, MT tools still now struggle
with recognizing academic terminology. However, Craciunescu (2004) stated that computers help
us saving time, It takes far less time to look up words on dictionaries rather than to look through
paper dictionaries and Peng (2018) said that having Google Translate is a free machine
translation software available online. Google Translate represents the biggest popular attraction
for businesses with limited budgets. After all, the group of researchers would suggest that
learners should know how to selectively using computer added tools to assist learners having
better translation texts. It means they can imply more on other factors such as learned knowledge
and personal experience beside use these tools as an assistant in order to translate a text well.
Students should not be completely dependent on MT and CAT tools.

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CHAPTER V: CONCLUSIONS

5.1 CONCLUSIONS

Basing on the findings of the present study, we got truly results after taking the questionnaire that
most of surveyed students tend to use supported tools as habit once translate texts. Moreover, the
collected figures also stated that using these tools definitely affected students’ translation habits
as its advantages and disadvantages brought. Furthermore, the findings demonstrated that in order
to reduce the bad drawbacks of MT and CAT then translators to be need to be wisely choosing
the highlighted benefits need to be promoted and used in the future. In addition, based on the data
drawn from the questionnaires, there are two conclusions that were given as followed:

“What are the impacts of Machine Translation (MT) and Computer - aided Translation (CAT) on
translating learners’ habits?”, the author based on analyzed data to gain an understanding of how
students think, feel about matters they faced throughout translation process to state the impacts of
using MT and CAT. In those tables, the negative impact of MT and CAT on students’ translation
habits expressed through many translation aspects which are approaches, steps, levels, methods,
limitations. Using MT and CAT could also bring the bright side for translation texts. It could
positively resolve problems in some partial sectors from steps of translation (students often
followed more steps of translation once they restricted the use of these tools), benefits MT and
CAT brought into translation field and difficulties of linguistics (students rarely use tools might
hardly encounter problems with “Context” which was still a tough aspect to computer tools).

“What can be done to sustain the positive impacts and restrict negative effects of MT and CAT
for translation learners?” From the collected data of those ones, the researchers could list out
specific benefits and bright aspects of using MT and CAT (saving time, money, assisting find
more vocabulary, etc.) and recommended apply MT and CAT in teaching translation courses.
Through that, the group of researchers hopefully believe that users will have appropriate
selections once applying MT and CAT tools in translation works to reduce backwards. To do that,
the lecturers should remind students common barriers in translation such as experience fully steps
in process, notice more on reading source texts and compiling the finished texts, “context” should

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be cared more on, “naturalness” is the great level learners should drive onto, they also need to
notice more on using the most appreciated method - communication - when conducting works.

5.2 RECOMMENDATIONS
Firstly, IUH Board of Rectors can approve the use of MT and CAT tools in translation class
periods. With this acceptation, lecturers can flexibly apply these computer tools to exploring the
best way of teaching translation.
Secondly, FFL Board of Manager should deploy the methods of handling computer tools to the
lecturers who register to apply MT and CAT tools in translation classes.
Thirdly, FFL lectures can work with a group of lecturers working together to develop the most
appropriate methods for teaching translation, which applied computer tool-updated ones with . In
addition, lecturers will then educate students how to use MT and CAT tools in translation 1
course and instruct them know the method of evaluating translated texts once they join translation
2 course.
Last but not least, FFL students need to be flexible and active for their translation lessons. They
must figure out the importance of using MT and CAT tools effectively, which will open the new
era of translation in the age of modern information technology.
5.3 LIMITATIONS OF THE STUDY

This research paper has indicated successful results from the authentic collected data in finding
and figuring out the impacts of using MT and CAT tools on students’ translation habits of FFL
juniors and seniors at IUH and the research has also given suggestions for students to minimize
negative effects as well as develop positive effects of using MT and CAT. Unfortunately, there
are some limitations in this study due to objective elements.

First, the number of participant was limited though the results are promising and helpful, they are
not reflected by all the FFL juniors and seniors as expected, it would be better if all of them could
complete the questionnaire to generalize this finding, we need more data. Second, the query “how
does the effect of MT and CAT affect juniors and seniors differently” should be considered by
the next researchers to know more the different perceptions of students about using MT and CAT.

5.4 FURTHER STUDY

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Following the findings of this study showed that using MT and CAT may still be a promising
topic to next researchers. Hence, the writers have some suggestions.

First, the next researchers should concentrate on surveying more participants in many other sites,
or even the ages and translation ability levels of participants who majoring English as their
second degree. This will bring other aspects of the topic.

Second, next authors should also focus on tracking performance of MT and CAT officially
included in translation process to help the participants deal with the negative impacts in particular
translation situations.

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Chen, L. (2011). The course design of computer-aided translation and MTI. Jinan: Master
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Traitement Automatique du Langage Naturel (TALN) Marseille.

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APPENDICES

QUESTIONNAIRE

PART 1: PERSONAL INFORMATION

1. Which year are you in of your university?

A.Junior

B.Senior

2. What translation courses have you studied below?

A. Translation 1 and Translation 2

B. Translation 1, Translation 2 and Advanced Translation

3. What is your latest translation mark?

A. A+ (9.0-10)

B. A (8.5-8.9)

C. B+ (8.0-8.4)

D. B (7.0-7.9)

E. C+ (6.0-6.9)

F. C (5.5-5.9)

G. D+ (5.0+5.4)

D (4.0-4.9)

F (0.0-3.9)

PART 2: TRANSLATION PROCESS

4. When you use translation tools to translate a text, which of the following approaches do
you usually apply to translate the text? (Multiple answers can be selected)

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A. You translate sentence by sentence, paragraph, or chapter, to capture the emotions and tone of
the author. Then you re-read, correct the sentence position, and continue reading the rest of the
original translation to continue with the translation.

B. You read the entire text to be translated two to three times, try to find the meaning of the text,
suitable vocabulary, and expressions, while looking for the above ideas, you note down difficult
words and difficult passages. In other words, you can only really start translating when you have
mastered all the elements of the translation.

C. You will move all the information results from the first translation edition which have gained
after applying tools in translation process without going through the above methods.

5. In the translation process, which of the following steps would you choose to perform?
(Multiple answers can be selected)

A. Translation Unit (You read each sentence/paragraph of the source language)

B. Meaning Hypothesis (Next, assign a temporary meaning to the source text being processed)

C. Plausible (Then check whether the meaning of the text makes sense or not)

D. Target Language Reformulation (When the translator ensure the meaning of the translation,
they rephrase it in their own way)

E. Acceptable/ Faithful (Translators must ensure the fidelity of the text's meaning)

F. Acceptable/ Faithful (This language conversion process will take place until the most suitable
translation is found)

6. When you use translation tools to translate a text, which of the following translation
levels do you prefer? (Multiple answers can be selected)

A. THE TEXTUAL LEVEL - Verbal translation, without changing the language structures. You
translate the lexical meaning from the source language into the target language without proper
adjustment. It often confuses the reader.

B.THE REFERENTIAL LEVEL - External references translation. You translate closely to the
content of the source text. At this level, you clearly understand the implications and contents of

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the original text. Therefore, you can find out the appropriate targeting for your own translation
work.

C.THE COHESIVE LEVEL - Link translation. This is a combination of two levels "Textual
translation" and "referential translation". You know how to use linking words to connect
sentences and paragraphs together as well as how to choose words to increase the mood of the
translation.

D.THE LEVEL OF NATURALNESS - Natural translation. You flexibly translate words and
structures out of the original text but still keep the meanings the author would like to
communicate to the reader. In other words, you know how to choose the proper vocabulary
alternatives to make the most natural translation. This is the most expected translation level for
translators.

7. In the translation process, what methods do you usually choose once you use translation
tools to translate a text? (Depending on the types of text to be translated, there will be
different translation methods. You can choose more than one answer)

A. Word for Word Translation - Translate word by word, not contextually

B. Literal translation - Translate according to the grammatical structure but the vocabulary was
translated individually, without context.

C. Faithful Translation - Translate in context and adheres to the grammatical structure,

vocabulary, and cultural concepts in the original language, but lack linguistic flexibility.

D. Semantic Translation – Translate in a context similar to Faithful Translation but with more
attention to the aesthetic value of the source text. Simultaneously, there is more flexibility and
creativity in language transmission.

E. Adaptation - Translate flexibly the original meanings of the source text. This method is often
applied to the translation of stories, plays, and literary works.

F. Free Translation – Translate in the freestyle without following the style and form of the Source
text.

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G. Idiomatic Translation - Translate the equivalent phrases or idioms in the target language to re-
create the meanings of the source text.

H. Communicative Translation - Translate accurately the source text meanings in the right
context, ensure that the source text's contents and linguistic structures are fully conveyed.

8. How often do you use translation tools (MT and CAT)?

A. Never

B. Sometimes

C. Often

D. Always be sure to use them when translating texts

9. Which of the following translation aids (MT and CAT) have you experienced?

Google Translate

Apple Translate

Babylon

DeepL

MateCat

Grammarly

ProZ

English-English dictionary online (Oxford, Cambridge, Longman, Merriam Webster and etc)

English-Vietnamese dictionary online (Lac Viet, Tflat, Dict Box, Laban Dictionary, Glosbe and
etc).

PART 3: EXPERIENCE / AWARENESS

10. In your opinion, what are the benefits of using machine translation (MT) and computer-
aided translation (CAT)?

A. Save time

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B. Endow with functions to translate the text into multiple languages

C. Improve translation productivity (quickly and higher-quality)

D. Support a faster vocabulary search

E. Be convenient for users can use it all the time

F. Be suitable for translating business, political, legal documents, and others

11. In your opinion, what are the limitations of using MT and CAT?

A. Having low accuracy and confusing for readers

B. Translation aids are not context-aware enough to translate the text correctly

C. Translators can be too dependent on translation support tools. Hence, they become lazy in
translating texts

D. Making translators weaker in translation creativity

E. The elements of semantics, literal, and syntax are not conveyed correctly

F. Not suitable for translating literature and poetry works

PART 4: DIFFICULTIES

12. During the translation process, which stage do you usually face difficulties along?

A. Read and understand the source texts (Source Language).

B. Select words and structures to convert texts into the target language (Target Language).

C. Finalize, preview and edit the translated texts.

13. What problems do you often encounter while conducting translation?

A. Vocabulary (the specialized words)

B. Grammar (the usage of tenses in sentences)

C. Semantics (the various meaning features of words).

D. Context (the meaning of a word or sentence in a particular passage)

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14. Which of the following cases do you use translation tools?

A. When facing a new word/ phrase

B. When encountering an unusual sentence structure

C.When needing to translate a whole sentence

15. When you apply Translation Tools (MT and CAT) on the Translation subjects, are the
difficulties encountered in the translation process resolved?

A. Completely unresolved

B. Partially resolved

C. Completely resolved

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