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Description
The proliferation of ChatGPT has facilitated the learning of translation subjects among language learners, and this is especially true when Vietnam aims to transition English from EFL to ESL. The omnipresence of the chatbot in translation courses proves its effectiveness in assisting learners to achieve their academic targets; nevertheless, the factors behind students’ decision to employ the tool seem to have been inadequately explored. This paper aims to investigate the determinants of the employment of ChatGPT in translation among English-majored students. The study involved 103 students of English in their second and third years at Ho Chi Minh City University of Foreign Languages - Information Technology (HUFLIT) utilizing a mixed-methods approach. The findings suggest that perceived usefulness, perceived ease of use, perceived risks of ChatGPT employment, intrinsic and extrinsic motivation, as well as social influence stand out to be pivotal factors in students’ decision to adopt ChatGPT in their translation assignments. The study also places an emphasis on the equipment of students with essential linguistic knowledge, post-editing competencies, and higher-order thinking skills to effectively utilize ChatGPT for translation subjects while simultaneously encouraging lecturers to make transformations or adaptations in translation pedagogy, drawing students’ attention to meaning- and context-oriented translation, fostering interactivity, critical translation and comprehension skills, and ethical awareness of adopting ChatGPT in classroom activities to be aligned with the national orientation of making English become a second language rather than a foreign one.
Key words: factors, employment of ChatGPT, translation, ESL orientation
