An Exploration of English Teachers’ Beliefs in the Context of Translation Technology

This study investigates the relationship between translation technology and translation pedagogy through the lens of teachers’ beliefs. Utilizing a mixed-methods approach, including questionnaire surveys, classroom observation, and semi-structured interviews, data were collected and analyzed from English teachers involved in translation instruction. The findings reveal that teachers’ beliefs about translation technology exhibit inconsistencies between their conceptual understanding of learning and teaching, which results in discrepancies between their beliefs and instructional practices. Furthermore, the study identifies that teachers’ pedagogical beliefs significantly influence the development of students’ translation skills, particularly in the context of machine translation technology, which is independent of teachers’ technological proficiency and teaching experience. The study concludes that enhancing teachers’ information literacy is crucial for improving students’ translation competencies.