Abstract This pedagogical pilot explores the effects of deliberate cross-curricular integration of Technical Writing (TW) and Computer-Assisted Translation (CAT) courses on students’ intercultural adaptation skills, focusing on culturally adapting a Chinese restaurant menu for English-speaking diners. It supports multilingual and multicultural accommodations in a global translation context by addressing gaps in translator training, including unclear definitions, limited empirical evidence, narrow language diversity, and minimal technology use. The research investigated whether deliberate TW–CAT integration improves trainees’ linguistic performance (fluency and accuracy) and intercultural adaptation skills and explored perceptions of TW’s usefulness and cross-curricular learning. A mixed-methods design involved 70 graduate trainees, comprising an experimental group (EG) with exposure to TW knowledge and a control group (CG) without exposure to TW knowledge. Data gathered through questionnaires, task assessments, and presentations were analyzed to determine trainees’ performance and perceptions. EG trainees showed significantly better cultural adaptation scores ( p = .029, Cohen’s d = 1.68) than the CG. While effect sizes were large within this sample, results are context-specific and require replication in other settings. The study offers a proof-of-concept technology-integrated, cross-curricular training model that advances language-culture contact, informs pedagogy for diverse linguistic identities, and shapes inclusive translation education policies.
Xu et al. (Thu,) studied this question.