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With the improvement in machine translation output quality, postediting of machine translation has made far-reaching impact upon the language service industry. As a result, it has been introduced to translation training to avoid split between academic discipline and profession. However, postediting of machine translation and its application to undergraduate translation program in China are less studied, and few researches have touched on the students’ own perceptions. Based on a literature review on postediting of machine translation, this study is aimed at identifying the vital role of it and then proposing a practical postediting workflow for undergraduate translation education in China. The study adopted a mixed methods approach. Data were collected via online questionnaire responded by students of undergraduate translation program at a university in northwest China and then analyzed from the perspective of technology acceptance model. The results and findings showed that as a promising workflow, postediting of machine translation gained positive responses in general from students who have learnt the basics of translation technology. The themes of negative responses include confusing postediting standard, inconsistent quality, ways to choose machine translation providers, and technical issues. The results and findings indicated that a tailored postediting workflow for undergraduate translation program is feasible. By focusing on undergraduate pedagogical settings in China, this study confirmed the findings of previous studies on the more positive attitude on postediting of machine translation, suggesting that postediting be considered as an important subcompetence in translation education.
Yang et al. (Wed,) studied this question.