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Description
AI tools such as ChatGPT have radically transformed the teaching and learning processes. While ChatGPT is widely used, its impacts on learners’ confidence and capabilities are concerning. Therefore, this research aims to examine the relationship between translation-majored students’ ChatGPT usage patterns and their reported translating self-efficacy. Fifty-five students majoring in Translation were involved in a three-part survey which includes questions on demographic information, common ChatGPT usage patterns in doing translation tasks, and the self-efficacy levels adapted from the Translating Self-Efficacy Scale (TSE-C). Differences in translating self-efficacy among groups of users with different ChatGPT usage patterns were analyzed using one-way ANOVA, followed by Tukey’s post-hoc tests for pairwise comparisons. The findings reveal higher confidence among students using ChatGPT to analyze and plan their translation tasks compared to those who used ChatGPT for drafting translations. The study results inform lecturers’ instructional design, thus guiding students to effectively use AI tools and develop self-efficacy in translating tasks.
Keywords: ChatGPT, ChatGPT usage patterns, translating self-efficacy
