ChatGPT외 AI 기계번역에 대한 사용자 인식과 포스트에디팅 교육 방안에 대한 연구
EFL Learners’ Perception of Al machine Translation Including ChatGPT and Post-editing Teaching Pedagogy
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The introduction of ChatGPT in November 2022 enjoyed much attention not only from academia but also industry worldwide. This article explores Korean EFL learners’ perceptions of AI machine translation (MT) including ChatGPT and discusses efficient ways to teach post-editing by adopting various MTs in an undergraduate class. More than 100 undergraduate students in different majors (nursing, humanities, social science, and natural science) participated in the survey after four sessions of Korean-English post-editing course. The learners highly appreciated the use of MT such as Naver Papago and Google Translate in learning English, but they did not perceive ChatGPT as a game changer of MT. The learners do not prefer to use ChatGPT while they translate or learn languages, because they have to log in, it does not offer word-level meanings, it uses difficult expressions, and it often omits contents in the original. This study also reveals learners’ different attitudes toward MT results when they face unfamiliar and difficult phrases, which has to be considered in course design.
Abstract
The introduction of ChatGPT in November 2022 enjoyed much attention not only from academia but also industry worldwide. This article explores Korean EFL learners’ perceptions of AI machine translation (MT) including ChatGPT and discusses efficient ways to teach post-editing by adopting various MTs in an undergraduate class. More than 100 undergraduate students in different majors (nursing, humanities, social science, and natural science) participated in the survey after four sessions of Korean-English post-editing course. The learners highly appreciated the use of MT such as Naver Papago and Google Translate in learning English, but they did not perceive ChatGPT as a game changer of MT. The learners do not prefer to use ChatGPT while they translate or learn languages, because they have to log in, it does not offer word-level meanings, it uses difficult expressions, and it often omits contents in the original. This study also reveals learners’ different attitudes toward MT results when they face unfamiliar and difficult phrases, which has to be considered in course design.
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