Integration of CAT and Corpus Tools in Legal Translation Teaching under TPACK Framework

This study explores the pedagogical integration of Computer-Assisted Translation (CAT) and corpus tools in a legal translation course at a Chinese university, using the Technological Pedagogical Content Knowledge (TPACK) framework as a guiding model. The research addresses two questions: (1) What are the measurable impacts of integrating CAT and corpus tools on students’ translation competence, technological fluency, and collaborative performance under the TPACK framework? (2) What are students’ perceptions of the affordances and challenges associated with CAT and corpus tools in legal translation learning? A mixed-methods approach was adopted. Quantitative data were collected through pre- and post-course questionnaires (N=38) covering six TPACK-informed dimensions. Paired-sample t-tests revealed statistically significant improvements across all areas, particularly in translation accuracy, technologies operation skills, and collaborative performance. These improvements underscore the combination of content knowledge, technological fluency, and pedagogical design promoted by the TPACK framework.. Qualitative data were obtained from semi-structured interviews with 12 students and the course instructor. Thematic analysis indicated that while students valued the authenticity and practicality brought by CAT and corpus tools, they also experienced challenges in mastering complex functions, especially early on. Teaching scaffolding, team-based engagement, and task-driven learning design were found to be critical for facilitating tool engagement and skill transfer. The findings support the relevance of the TPACK framework in translator training, demonstrating that meaningful technological integration can improve not only students’ tool literacy but also their legal translation performance and professional mindset. The study also highlights the importance of aligning tool teaching with disciplinary content and collaborative practices.