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Description
This study explores digital literacy among English major students at Hue University of Foreign Languages and International Studies (HUFLIS) with a focus on its importance for careers in translation and interpreting. As technology continues to develop rapidly, digital skills have become increasingly essential for language professionals. The study aims to examine students’ levels of digital literacy, their familiarity with translation technologies, and their attitudes toward using digital tools in professional contexts. A quantitative survey was conducted using a structured questionnaire distributed to English majors at HUFLIS. The results indicate that while students generally have strong basic digital skills, their ability to use specialized tools such as Computer-Assisted Translation (CAT) software is still limited. Although most participants show positive attitudes toward digital technologies, they also report challenges such as a lack of training and limited access to professional tools. These findings suggest that digital literacy should be more effectively integrated into the curriculum to better prepare students for future careers in translation and interpreting. Overall, the study offers useful insights for educators and curriculum developers seeking to improve students’ career readiness in the digital age.
