في
الآداب
والعلوم
الإنسانية
Received: 12 February 2025 Peer-reviewed: 23
February 2025 Accepted:
12 April 2025
Navigating the Digital Shift: Challenges and Solutions in Translator and
Interpreter Training in Algeria
Rami Bououden
PhD Researcher, Translation and Language
Didactics Laboratory, Badji Mokhtar–Annaba University–Algeria
https://orcid.org/0009-0005-2183-2855
Saida Kohil
Professor, Translation and Language
Didactics Laboratory, Badji Mokhtar–Annaba University–Algeria
https://orcid.org/0000-0002-5723-8576
Abstract
The Fourth Industrial Revolution has
remarkably transformed the translation and interpreting education field. It has
introduced newer and more advanced technologies that have affected translator
and interpreter training strategies, bringing in more innovative technological
tools, artificial intelligence, and digital learning platforms. This research
paper investigates the integration of translation and interpreting technologies
in academic training at the High Arab Institute of Translation in Algiers. It
uses a mixed-methods approach, combining quantitative data from a questionnaire
and qualitative information from verbal reports. The sample consisted of 24
students and alumni from the institute who completed the questionnaire, while
the researchers collected verbal reports from other students and teachers as a
complementary method. The results indicate that participants are aware of the
benefits of technology in their field. However, insufficient practical
training, flawed technological infrastructure, and insufficient exposure to
advanced tools affected their experiences. As many expressed skepticism towards
using Artificial Intelligence (AI) to generate translations, others voiced doubts
concerning using technological aids in simultaneous interpreting. These
findings underscore a need for curriculum enhancements to align Algerian
training programs with industry standards and prepare students for a
technology-driven job market. Finally, the study emphasizes the need to find
solutions to prepare today’s translators and interpreters by equipping them
with technological and digital skills, enabling them to manage the vast amount
of data and succeed in the ever-evolving digital market.
Keywords: Artificial Intelligence; Technological Tools;
Academic Training; Practical Training; Job market
Cite this article as: Bououden, R. & Kohil, S. "Navigating the Digital Shift:
Challenges and Solutions in Translator and Interpreter Training in Algeria." Ansaq in
Arts and Humanities, vol. 9, no. 1,
2025, https://doi.org/10.29117/Ansaq.2025.0223
© 2025, Bououden, R. & Kohil, S., licensee, College of Arts and Sciences & QU
Press. This article is published under the terms of the Creative Commons
Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which permits
non-commercial use of the material, appropriate credit, and indication if
changes in the material were made. You can copy and redistribute the material
in any medium or format as well as remix, transform, and build upon the
material, provided the original work is properly cited. https://creativecommons.org/licenses/by-nc/4.0
في الآداب
والعلوم
الإنسانية
تاريخ
الاستلام :12
فبراير 2025 تاريخ
التحكيم : 23
فبراير 2025 تاريخ
القبول:12
أبريل 2025
الطفرة
الرقمية وتأهيل
المترجم
والترجمان
بالجزائر: تحديات
وحلول
رامي بوودن
باحث
دكتوراه،
مخبر الترجمة
وتعليمية
اللغات،
جامعة باجي
مختار، عنابة–الجزائر
https://orcid.org/0009-0005-2183-2855
سعيدة
كحيل
أستاذة
التعليم
العالي، مخبر
الترجمة
وتعليمية اللغات،
جامعة باجي
مختار، عنابة–الجزائر
https://orcid.org/0000-0002-5723-8576
ملخص
تتناول
الدراسة وصفًا
عمليًا لأثر الثورة
الصناعية الرابعة
ببرامجها الحاسوبية
الذكية
وتكنولوجياتها
في تغيير وسائل
العمل الترجمي
وعملياته، ومن
أهم عناصرها المنهجية
بعد التأسيس النظري
التوجه إلى التدقيق
في عرض استراتيجية
تأهيل المترجم
وتحسين كفاءاته
بمساعدة الأدوات
التكنولوجية والذكاء
الاصطناعي ومنصات
التعليم الرقمي.
تسعى البحث إلى
استكشاف طبيعة
اعتماد التكنولوجيات
الحديثة في إطار
التكوين
الأكاديمي
الترجمي
التحريري
والشفوي بالمعهد
العالي العربي
للترجمة بالجزائر
العاصمة؛ إذْ اعتمدت
على منهج البحث
المتضافر،
وذلك بالجمع بين
البيانات الكمية
المحصلة من الاستبيان،
والنوعية التي
جُمعت من خلال
تقارير شفوية.
وقد شملت العينة
24 فردًا من طلاب
المعهد وخريجيه
الذين شاركوا في
الاستبانة، إضافة
إلى التقارير الشفوية
التي قدمها طلاب
وأستاذة آخرون
كأداة متممة. أظهرت
النتائج أن أفراد
العينة يدركون
مزايا التكنولوجيا
في ميدانهم، غير
أنَّ تحدياتٍ،
من قبيل محدودية
التكوين التطبيقي
وضعف البنية التحتية
التكنولوجية وعدم
تدربهم على استعمال
الأدوات الأكثر
تطورًا، قد أثرت
على تجربتهم. ففي
الوقت الذي عبَّر
فيه العديد عن
شكوكهم حول استخدام
الذكاء الاصطناعي
لتوليد الترجمات،
أعرب آخرون عن
تشكيكهم في فاعلية
استخدام الأدوات
التكنولوجية في
الترجمة الفورية.
وتُظهر هذه النتائج
أنَّ هنالك حاجة
ملحة لتطويع المناهج
الدراسية
الترجمية بما يتماشى
مع المعايير العالمية،
والتركيز على تهيئة
الطلبة لسوق العمل
الذي صارت مناصب
العمل فيه مرهونة
بإتقان الأدوات
التكنولوجية. أخيرًا،
تؤكد الدراسة على
ضرورة إيجاد حل
لتأهيل مترجم وترجمان
اليوم من خلال
الحرص على تلقينه
المهارات التكنولوجية
والرقمية ليتحكم
في كم المدونات
الكبير ويربح رهان
السوق في ظل التطورات
والتحديثات الرقمية
المستمرة.
الكلمات
المفتاحية:
الذكاء
الاصطناعي، الأدوات
التكنولوجية،
التكوين الأكاديمي، التكوين
التطبيقي، سوق
العمل
للاقتباس: بوودن،
رامي وكحيل،
سعيدة. »الطفرة الرقمية
وتأهيل المترجم
والترجمان
بالجزائر: تحديات
وحلول«. مجلة
أنساق،
المجلد التاسع،
العدد الأول، 2025. https://doi.org/10.29117/Ansaq.2025.0223
© 2025، بوودن
وكحيل،
الجهة المرخص
لها: كلية
الآداب
والعلوم، دار
نشر جامعة
قطر. نُشرت
هذه المقالة
البحثية
وفقًا لشروط Creative Commons Attribution-NonCommercial 4.0 International (CC
BY-NC 4.0). تسمح
هذه الرخصة
بالاستخدام
غير التجاري،
وينبغي نسبة
العمل إلى
صاحبه، مع
بيان أي تعديلات
عليه. كما
تتيح حرية
نسخ، وتوزيع،
ونقل العمل
بأي شكل من
الأشكال، أو
بأية وسيلة،
ومزجه
وتحويله
والبناء
عليه، طالما
يُنسب العمل الأصلي
إلى
المؤلف. https://creativecommons.org/licenses/by-nc/4.0
In today’s
technology-driven world, translators and interpreters are aware of the plethora
of technologies available in their field. These tools are now a core
requirement for addressing the increasingly complex challenges of modern
translation or interpreting tasks, rather than just a seamless accessory.
Wulansari and Arvianti explored the significance of utilizing technology in
teaching students (1). Teachers must equip them with the skills required for
the job market. They also clarify that online dictionaries, computer-assisted
translation software, and virtual learning environments are essential to
enhancing their learning experience. However, a persistent gap often exists
between the technological demands of the professional market and the training
provided by universities, with institutional limitations that can further
hinder the integration of advanced tools into translation curricula
(Sánchez-Castany 22). For example, in Australia, universities have incorporated
technological tools into translator training. Dianati et al. mentioned the need
to assess their application by these universities since that may guarantee that
future professionals are ready for the challenges of this ongoing digital
revolution (50).
Translation
and interpreting education has experienced significant changes. The last few
years witnessed an unprecedented emphasis on the integration of electronic aids
into academic training programs with the end goal of providing students with
the required assets to meet the demands of the evolving job market. This shift
is apparent as training institutions integrate these technologies into their
instructional frameworks (Tian et al. 1-2). In his study, Kornacki argues that
the evolving field of translation technology requires a curriculum
incorporating these advancements to prepare students for the industry
effectively (40).
Several
studies have focused on the perceptions of technology users in academic
settings, mainly students and teachers. González Pastor looked into the
opinions of Spanish undergraduate students regarding the utilization of machine
translation (MT) tools (52). The study showed that students acknowledged the
pros of MT systems and noted their limitations. However, the students changed
their negative views after participating in training sessions dedicated to MT
post-editing, emphasizing the significance of this type of training. In
addition, Andriani et al. argue that multimedia tools are a defining factor in
changing students’ perception of translation technology training in Indonesia (338).
The researchers also clarified that the students embrace technology depending
on its degree of practicality. In addition, the study of Tian et al. reveals
that Chinese MTI students generally exhibit slightly positive attitudes towards
translation technology (12). These studies indicate that translation students
generally have favorable attitudes towards technology in academic environments.
As for
teachers, Sánchez-Castany conducted a study on the perceptions of translation
trainers in Spanish universities concerning integrating technological tools in
practical translation sessions, in which they expressed a negative attitude
towards MT despite acknowledging its significance in the industry (1). The
paper also revealed that integrating translation technologies into translation
modules is limited due to factors beyond trainers’ control, such as
insufficient funding, lack of software licenses, and inadequately equipped
classrooms. Most academics in Dianati et al.’s study (Australia) used these
technologies regularly. They praised the tools for their usefulness, indicating
that they are easy to use, provide many advantages, and elevate the students’
skills (62). Thus, these studies show that teachers possess a positive attitude
towards technology. The only issue remaining is the lack of availability and
limited access. In his study about improving translation education in Libyan
universities, Al-Darraji points out that insufficient access to technological
resources can impede the quality of translation education, and solid
technological infrastructure is essential for effective learning (84). These
challenges can be related to several factors, such as a lack of investment in
the technological side of training or ignoring its potential.
Algerian
translation and interpreting institutions are still trying to digitize their
workflow. Universities have recently started adapting their curricula to these
technological shifts despite the scarcity of resources and balanced training
strategies. Studies in this area are also scarce, providing limited information
about the interaction between technology and academic practices in Algeria. For
instance, in the High Arab Institute of
Translation (HAIT), the
teachers’ limited technological training and lack of access to necessary
state-of-the-art tools were identified as notable hurdles (Bououden et al.
109). Although the study was limited to a single institute, it provided some
context for what to expect in similar local settings. In another relevant
study, Bouguesmia found that while instructors are familiar with AI tools and
comfortable utilizing them for basic translation tasks, they are hesitant to
contribute to their improvement, with concerns about AI’s impact on the
profession (101). Despite tackling a rarely discussed topic, participants in Bouguesmia’s
study were a small sample of English teachers and one computer science teacher,
rather than translators or translation academics, causing it to lack depth and
specialized expertise in translation practices. Bounaas surveyed 78
professional translators (76). His study showed that most use essential tools
like electronic dictionaries instead of more advanced technologies, yet
participants are conscious of technology’s role in translation.
This study
focuses on the students and alumni of the HAIT in Algiers. It examines the
integration of technology in their academic training, particularly within the
Translation Technology course and the simultaneous interpreting lab. The study
analyses the course’s content and practical applications alongside data
collected through a survey, which was part of a broader field study. Thus, it
aims to answer the following questions:
·
To what extent are technological tools integrated
during training?
·
Are they utilized effectively or inadequately?
In Algeria,
the use of translation and interpreting technologies in higher education is
still relatively unexplored and in early stages. The adoption and perception of
these tools among academics and students remain unclear. Research on their
implementation in Algerian universities is scarce, with even fewer studies
documenting the experiences of trainers and trainees who integrate these
technologies into their courses. Multiple factors link academic training and
job market readiness in translation and interpreting: institutional support,
trainer expertise, and student exposure to technological tools and solutions.
Many institutions have outdated infrastructure and insufficient funding, which
limits access to essential technological tools. Some teachers’ effectiveness in
instruction is still far from ideal due to a lack of technological skills and
knowledge. Moreover, undergraduates and graduates may hesitate to fully embrace
AI and machine translation tools, fearing for the integrity of their basic
linguistic and cognitive skills. As a result, a persistent gap exists because
training programs often prioritize traditional methods over updating their
curricula and adapting to this inevitable technological shift.
Practical
training with modern tools may help students feel more capable and skilled.
However, challenges like limited funding and inadequate technological equipment
could slow down this process. To better align academic training with industry
needs, the study suggests updating curricula, investing in technology, and
providing specialized training for instructors. The study aims to evaluate the
role of technology in HAIT’s Translation Technology course and interpreting
lab, assess participants’ perceptions of technological integration, and
identify the main barriers preventing its full adoption. There is a need for
further research to understand this topic better in the Algerian context.
This
research is part of a field study.[1]
The researchers employed a mixed-methods approach. They collected quantitative
data from students and alumni of the institute using a questionnaire. Then,
they opted for verbal reports as a secondary means to build upon the
questionnaire answers using quantitative data collected from several students
and teachers. Verbal reports from students and teachers strengthened these
insights as they expanded on the arguments of the primary sample.
The High
Arab Institute of Translation is an academic institution that teaches
translation, interpreting, and languages. It offers master’s programs in
translation, interpreting, and translation technology. Its curriculum
emphasizes practical training, combining foundational translation and language
skills with technological applications, including MT and CAT tools. According
to its official website, the institute removed the Translation Technology
Master’s specialization from the curriculum.
The sample
included individuals who answered the questionnaire. It consisted of 24
translation and interpreting students and alumni from the institute. The
researchers selected this group due to its exposure to the Translation
Technology course and practicing simultaneous interpreting in the interpreting
lab, the main areas where technology is present at the institute. The
participants were selected based on a voluntary response sampling approach,
where they chose to participate based on their willingness and availability.
The institute’s interpreting laboratory comprises only six students, while
translation students are divided into two modest-sized groups. This means a
sample of 24 participants represents a substantial fraction of the target
population. This provides meaningful insights into training practices. The study’s
aim is not large-scale generalization but rather an in-depth exploration of
training practices within a specific educational setting. Most academic
translation institutions in Algeria do not have interpreting laboratories or
computerized classrooms dedicated to translation technology training (see Bououden
et al. 109). Thus, the findings are necessary to identify patterns, challenges,
and attitudes toward translation technologies. Moreover, students’ perceptions
are shaped by their direct exposure to these tools within academic courses, as
well as by external influences such as self-learning, internships, and
professional expectations.
The online
questionnaire is the primary research tool. It was designed using Google Forms
and included 31 questions divided into five sections. This method helped
collect both qualitative and quantitative answers. These sections covered
demographic information, familiarity with translation technologies, the
effectiveness of the Translation Technology course, the ups and downs of
utilizing technology, and participants’ knowledge of interpreting technologies.
The researchers distributed the questionnaire over a week through email and
social media websites like Facebook and LinkedIn. They aimed to ensure
accessibility among the target participants and to evaluate in two steps.
First, three translation teachers from other institutes assessed the content to
guarantee its clarity and relevance. After that, a pilot study was carried out
with a small group of master’s students unrelated to the primary sample,
resulting in additional modifications.
The
researchers also relied on verbal reports. They were used as a secondary
qualitative data collection tool to investigate the participants’ experiences.
These reports provided valuable perspectives on the practical application of
translation technologies and the use of the simultaneous interpreting lab. It
is worth mentioning that the researchers gathered them during unstructured
conversations and interviews with other students and teachers via phone or
online. According to Saldanha and O’Brien, verbal reports are informal accounts
of information or ideas shared by participants during unstructured
conversations, often collected spontaneously in field interactions, providing
valuable insights when appropriately consented and documented (220-221). With
the participants’ consent, the researchers recorded the conversations and
transcribed them to facilitate the data analysis process.
The
questionnaire’s quantitative data was analyzed using SPSS (V 25) for
statistical evaluation. Excel was then used to represent the data obtained
through charts and graphs visually. To analyze the qualitative data, the
researchers used thematic analysis to study the open-ended answers from the
questionnaire and the verbal reports. They summarized and synthesized the
obtained responses about several themes, including the Translation Technology
course, the simultaneous interpreting laboratory, and general educational
experiences. Concerning verbal reports, the study applied data condensation as
a way to highlight essential information and used thematic analysis to identify
recurring patterns. The former involved focusing on and simplifying the
participants’ relevant claims and views and eliminating any redundant or
irrelevant information. The latter helped the researchers identify the main
recurring themes to understand the targeted research issues.
Potential
limitations may include the participants giving socially desirable answers and
the risk of self-selection bias since participation was voluntary. However,
using both questionnaires and verbal reports helps balance these issues by
cross-checking the findings for a more logical view of participants’ attitudes
toward translation and interpreting technologies. Other limitations include the
small sample size, which does not allow for the generalization of the findings.
The
Translation Technology course is one of the key courses in the HAIT program. It is offered
for both specialties in the first semester and only for translation students
during the second semester. Its significance lies in providing a space for
students to learn about the most relevant applications and software in their
field. This also includes learning to use well-known CAT tools, MT systems, and
other electronic resources. In this module, students learned about CAT tools,
the development and types of MT systems, and audiovisual translation (AVT)
tools (e.g., subtitling and dubbing). Teachers also provided students with
additional learning resources, including handouts, training documents, and a
glossary of key terms in translation technology.
In the
practical sessions, students learned how to use well-known CAT tools like
Trados and MemoQ. The process also included building translation memories,
managing terminology with MultiTerm, and organizing resources effectively. In
addition, students were introduced to subtitling and localization software.
They worked on subtitling, transcribing, and localizing different audiovisual
materials.
However,
instructors and students at the institute reported some notable challenges. The
institute lacked digitally enhanced classrooms. While teachers relied on their
laptops and projection devices, learners, in turn, used their smart devices to
follow and participate. This setting meant that both used devices with
different operating systems and settings. Such inconsistencies often caused
technical issues that consumed time and hindered the students’ understanding.
For instance, some students said their classmates had outdated or incompatible
systems. The institute must upgrade its infrastructure to solve this, mainly by
providing newer and better computer devices. During COVID-19, sessions were
held online via Istazeed, Zoom, and Google Meet. The teachers also opted for
online forms to send and receive student assignments. These solutions may seem
practical, but having a bad internet connection for some students and teachers
was a major challenge.
The
simultaneous interpreting lab serves as an important asset for the institute’s
interpreting program since it offers a ground for basic interpreting skills
training. The lab has six interpreting booths containing headphones,
microphones, and control panels connected to sound receivers and transmitters.
Students received consistent training in the laboratory, with most equipment
functioning reliably to varying degrees. One interpreting student remarked that
the tools rarely malfunctioned or interrupted the sessions. Participants also
mentioned that there were enough simultaneous interpreting booths (6 booths).
Despite
these advantages, the researchers noticed some limitations. Some students
pointed out that earlier cohorts were trained in a more advanced lab, which
included features for recording and reviewing interpretations, a functionality
no longer available in the current lab. Furthermore, the current booths were
not soundproof, leading to distractions from external noise and audio leakage
between booths. Consecutive interpreting training relied on simpler setups.
Instructors utilized their laptops, while students relied on their devices
(laptops and smartphones) for listening to speeches. The dependence on
e-learning websites proved fruitful for the participants. This method allowed
them to overcome the quarantine phase and practice interpreting. It also opened
many doors for new career paths. Some students even started volunteering or
working from home, delivering remote interpreting services.
Table 1: Participants’
demographic data
Demographic Variables |
Frequency |
Percentage (%) |
Gender |
||
Male |
4 |
16.7 |
Female |
20 |
83.3 |
Age |
||
From 20 to 24 |
7 |
29.2 |
From 25 to 30 |
4 |
16.7 |
From 31 to 35 |
4 |
16.7 |
More than 36 |
9 |
37.5 |
Level |
||
First-year |
0 |
0 |
Second year |
8 |
33.3 |
Graduate (Alumni) |
16 |
66.7 |
The study’s participants included 24
students and alumni of the HAIT. The sample consisted mainly of female
respondents (83.3%), with males making up 16.7%. A significant portion of the
participants was over 35 (37.5%), while the remainder were between 20 and 35
(Table 1). Regarding educational level, most participants (66.7%) had already
graduated, while 33.3% were second-year students. Notably, none of the
participants were first-year students. The study does not focus on these
factors as primary variables. They are included for transparency and to allow
for potential observations regarding trends in technology adoption across
different demographic groups.
The majority
(66.7%) currently study or have studied translation, while the remainder
(33.3%) specialize in interpreting. Participants enrolling at the institute
came from diverse academic backgrounds, including bachelor’s degrees in
English, Turkish, German, and French. Some held degrees in non-language fields
such as law, economics, Islamic studies, and medicine. Concerning the
participants’ current professional engagements, many reported working as
freelance translators or certified translators and interpreters in translation
offices, with some specializing in conference interpreting or general
translation. While second-year students noted that they had not yet started
working professionally, some graduates said that they work as translators and,
at the same time, work part-time jobs as language or college instructors.
The
researchers asked participants to define the term “Translation Technology.”
Responses demonstrated a clear awareness of its meaning. Most described it as
tools, software, apps, and online platforms designed to assist translators in
performing their tasks with greater accuracy, efficiency, and quality. Some
participants mentioned some tools, including CAT tools, MT systems, and
AI-driven applications for both translation and interpreting tasks. One student
claimed that translation technology implies “using tools such as computer
software, electronic corpora, and e-dictionaries to make the translator’s life
easier.”
Fig. 1: Participants’ self-assessed skill level
Figure 1
shows participants’ self-assessment of their prior skills in using translation
technologies. Half of the respondents rated their skills as “Good,” while 33.3%
considered them “Moderate,” 12.5% rated them as “Poor,” and only one participant
(4.2%) rated their skills as “Excellent.” Interestingly, 95.8% of participants
reported no prior training or certification in translation technology before
enrolling at the institute, with only one respondent indicating involvement in
such training.
Regarding
their use of technological tools during translation sessions and assignments,
79.2% of respondents confirmed using them regularly, while 20.8% said they
avoid them. Frequently used tools included CAT software like Trados and MemoQ,
machine translation systems like Google Translate and Systran, and terminology
management resources like the UN Term Database. Participants preferred the use
of context-based machine translation engines like Reverso. However, most
teachers had a different opinion concerning this matter. Some students said
that a few teachers encouraged them to use technology as it has many benefits.
Others claimed that most teachers supported relying on traditional training
methods as they fostered the students’ skills and stimulated innovation, unlike
total reliance on technology, which does the opposite. By way of example, 75%
of those surveyed were leaning towards using electronic tools, while 25% favored
the conventional approach of training that concentrated on the previously
described factors.
Participants
shared the names of different instruments they learned to use during the
course. These included CAT tools like Trados and MemoQ, terminology management
tools like MultiTerm, AVT software (Subtitle Edit), and alignment tools like LF
Aligner. MT systems (Google Translate, Systran) and resources like Reverso were
also mentioned. Nevertheless, responses indicated varied experiences with the
module, as some talked about insufficient emphasis on the significance of the
module. The researcher inquired about the balance between theoretical and
practical sessions in the module. 45.8% believed the module was balanced, while
54.2% felt it leaned more toward theoretical instruction. This difference in
perceptions can be justified by the approaches and methodologies employed by
various teachers teaching the module.
Table 2: Perceived Benefits of the Translation Technology
Module
Statement |
Yes (%) |
Moderately (%) |
No (%) |
Improved my skills in using translation technologies |
25 |
45.8 |
29.2 |
I now know the importance of CAT tools |
75 |
16.7 |
8.3 |
Gained knowledge of translation technologies |
29.2 |
58,3 |
12.5 |
Practical sessions were helpful |
37.5 |
29.2 |
33.3 |
Tools increased productivity and efficiency |
79.2 |
16.7 |
4.2 |
Motivated to use technology in translation tasks |
66.7 |
16.7 |
16.7 |
Table 2 highlights participants' responses
regarding their perceived benefits from the module. Notably, 79.2% agreed that
translation technologies improved their productivity and efficiency, while
66.7% stated that the module encouraged them to use such tools in translation
tasks. However, opinions on practical sessions were divided; only 37.5% said
they were invaluable. 33.3% said they had limited benefits. Half of the
respondents reported having many challenges throughout training, even though
many reported having the best possible learning experience. Among the major
problems were network and connectivity issues, restricted practical sessions,
inadequate equipment, and trouble activating some applications. Others
mentioned how difficult it is to modify file formats or create translation
memory. Many participants emphasized that to learn these technologies
correctly, more practice time and video lessons are necessary. Both students
and alumni suggested a set of tools they see fit to be added to the curriculum,
including terminology management systems, more AVT tools, AI models, and
localization software. While participants acknowledged the module’s role in
introducing translation technologies, 79.2% felt the training did not prepare
them for the job market. They mentioned the lack of equipped classrooms as a
major drawback. Others stressed the need to add different technological courses
to other semesters, including AI and post-editing, as many job offers include
these tasks.
Fig. 2: Satisfaction Levels
According to
Figure 2, 12.5% of respondents were unhappy with the module, 62.5% were
somewhat satisfied, and 25% were satisfied. They offered several
recommendations to enhance the experience:
Students and
alumni are aware that electronic aids are a double-edged sword. The many
advantages of technology that they talked about were justified. At the same
time, the researchers noticed their awareness and skepticism towards
unthinkingly exploiting them. On the one hand, many said the tools offer
considerable advantages, including greater productivity, time and effort
saving, improved translation quality, and cost efficiency. Mindfulness is key
when utilizing these tools. Their effect on the act and the product is
significant because translators and interpreters can manage their resources
successfully. This helps them avoid the daunting process of doing such tasks
manually.
On the other
hand, several respondents clarified that ignoring these tools doubles the
workload and wastes much time, as many organizations now set proficiency in
translation technologies as a prerequisite for employment. Some said that
neglecting these tools increases translation costs and damages competitiveness
in a job market increasingly dominated by technology-driven practices. In
contrast, over-reliance on electronic tools hampers human innovation. Many said
that they prefer to keep the technological effect minimal to conserve their
natural skills and abilities. One respondent said, “Total reliance on
technology can remove the translator’s human touch. Machines cannot grasp
context like humans, often leading to errors in conveying meaning across
languages.” Above all, regarding the impact of technological proficiency on
employment opportunities, 70.8% stated that a lack of technological proficiency
negatively affects job opportunities, while 29.2% believed it has no
significant effect.
Fig. 3: AI tool’s reliability in translation
When asked
about their use of AI tools during translation, 66.7% of participants reported
using such tools, while 33.3% did not. However, opinions vary regarding the
reliability of AI for producing accurate translations. As shown in Figure 3,
half of the respondents believed AI tools could be reliable, provided that
human post-editing is applied. Some of them shared their experiences using AI
in translation tasks. A recently graduated student mentioned: “Whenever I use
AI tools, I rephrase sentences considerably to create a somewhat intelligible
text.” Others also talked about linguistic and textual issues, mainly when
translating from and into Arabic. This is because AI models provide
syntactically correct translations but are stylistically unpolished. Participants
suggested approaches for better utilizing translation technologies. Many agree
that combining technology with human expertise is the most important step.
Others suggested using AI for the initial translation phase, followed by
meticulous post-editing. One participant summarized, “These tools are best used
as aids, not alternatives for human translators.”
Participants
demonstrated varying degrees of familiarity with interpreting technologies.
When asked about technologies related to the interpreting field, the most
recognized tool was the simultaneous interpreting lab. In contrast, tools such
as automated and computer-assisted interpreting systems were less familiar
among them. Some of them emphasized other technologies, such as remote
interpreting platforms and mobile interpreting apps. However, most of the
responses highlight that the participants do not use technologies when doing
interpreting tasks, except for the interpreting booth equipment, as most see
other newer tools as irrelevant.
31.3% gave
their experience an average rating, 25% found it unfulfilling, and 18.8% gave
the highest rating of 5/5. 12.5% rated it 4/5, and 12.5% gave it a 2/5. In
addition, the questionnaire revealed that 82.4% of participants lacked
proficiency in remote simultaneous interpreting platforms, while only 17.6%
reported using or being proficient in such platforms. Nevertheless, 76.5%
recognized the need to develop remote interpreting abilities, particularly
given the greater need for remote interpreters in the post-pandemic era.
Participants emphasized how expertise in such technologies might improve
interpreters’ employability and flexibility in the current employment market.
One of the
most frequently asked questions in the interpreting scene is whether
interpreters need technological tools to assist them. 58.8% see that
interpreters need more technological tools to improve efficiency and reduce
cognitive load. They recommend tools like note-taking using smart devices and
AI-based assistance. However, 41.2% argued that traditional equipment is more
than enough. To defend this claim, some said that the limited time during
simultaneous interpreting prevents interpreters from even thinking about using
them.
The researchers
dedicated the last section of the questionnaire to participants’ suggestions. They
were asked to recommend any possible solutions to address the mentioned
challenges:
Institutions
are still far from being technologically optimized. The training programs still
lag behind the technological boom worldwide, and the alignment between academia
and the job market is barely noticeable. Many of these issues are apparent, as
participants indicated their desire to participate in more dedicated workshops
organized by professional institutions. Agencies and companies now set
technological savviness as a prerequisite for translators and interpreters.
This point should also be generalized in academic institutions to push people
in charge to invest more in this area.
Based on the
obtained results, the participants know the importance of the technologies
related to their field. The majority of them praised these tools and emphasized
using them accordingly. Both students and alumni appreciated the variety of
available tools in the market. They also shared their potential advantages and
disadvantages in higher education institutions. Concerning the nature of their
training, participants preferred practical to theoretical ones. However, it is
important to note that a more optimal approach is to balance technology and
essential linguistic and translation skills. The Translation Technology module
helped the students become acquainted with key technologies essential for the
modern translation workflow. The majority of the participants perceived the
lessons positively. They recognized their role in the translation industry and
motivated them to use these tools in the future. This positive reception among
students towards these tools is consistent with the observations of related
studies. For instance, the results of a study conducted on several translation
students in Yemen show that students view translation technologies and resources
as essential because of their many benefits (Abdulkareem 73). A group of
Indonesian students stated that translation technology is user-friendly, offers
instant suggestions, speeds up work, and boosts their confidence (Omolu and
Mappewali 360). They added that it struggles with idioms, word classification,
and may lead to over-reliance. This highlights the double-edged nature of
technology in shaping translator training and skill development.
They also
identified some flaws. Many emphasized the importance of licensed software,
longer class durations, and entirely computerized classrooms with internet
connections to guarantee an effective educational environment. This study’s
results align with the findings of Alotaibi, as
participants showed a favorable attitude towards technological tools while
stressing the need for more training hours (72). Additionally, participants
identified legal, economic, and technical texts as areas where those tools
perform better and underscored the benefits of specialized dictionaries for
domain-specific content. However, their drawback of over-reliance on technology
included literal translations, loss of context, and deteriorating linguistic
creativity. Most of these findings reinforce observations from Mahfouz, where
participants mentioned that CAT tools performed well when translating legal and
financial texts, emphasizing using them rationally and their importance in the
job market (79).
It should be
noted that the simultaneous interpreting lab equipment was the only resource
that interpreting students and alumni were exposed to. This case is evident, as
it is the most popular tool interpreters need during international conferences
and events. While its equipment facilitated training, some participants noted
limitations, such as a lack of exposure to remote interpreting platforms,
particularly relevant in the post-pandemic era, where remote interpreting has
become cost-effective and time-efficient. Several studies have explored
students’ perceptions of online interpreting education outside Algeria during
the COVID-19 pandemic. The study of Han, Wang, and Li revealed
that despite initial concerns, the transition to e-learning environments did
not have a major effect on teaching quality or learning
effectiveness, and students were satisfied with different aspects of
online interpreting training, such as instructor efficiency, technologies, and
learning outcomes (15). Furthermore, Collaborative learning was critical in
adopting virtual learning environments for translator training, as it promoted
positive interdependence and interaction between learners and educators
(Castillo-Chumpitaz et al. 7). Thus, Algerian translation and interpreting
institutions should consider incorporating this interpreting mode into their
curricula, given its growing importance and the significant popularity it has
gained in the industry over the past four years.
The issue of
whether interpreters need technology or not persists. Technology has always
proved useful in other modes like consecutive and sight interpreting.
Interpreters in such modes often use smart devices and term extraction apps or
software while interpreting. The case is different during simultaneous
interpreting since they do not have enough time to act outside the interpreting
act to use these helpful gadgets. Participants in the current study attributed
their refusal to use technology in simultaneous interpreting to the demanding
nature of the job and the limited time given to act. The same argument was
provided in a study conducted by Corpas Pastor, as participants claimed that
time constraints and pressure that interpreters experience in the booth limit
their need for interpreting technologies (159). Nevertheless, the use of technology
depends on the mode of interpreting, pressure, and time constraints since these
factors may turn technology from a golden opportunity into a missed chance.
Indeed,
technological competence, as a key aspect of translation competence, enhances
efficiency and expands the translator’s service capabilities beyond what manual
methods allow (Li, Gao, and Liao 1236). The benefits that technological tools
provide to translators and interpreters are apparent from the participants’
responses. Li et al.’s paper suggests six
essential elements of this type of competence, including “machine translation,
post-editing, information literacy, terminology management, translation memory,
and computer-aided translation” (1236). Therefore, according to Marczak, technological competence involves the
effective use of CAT tools and other relevant software to support translation,
editing, and research tasks (7). He
also emphasizes the importance of students learning to manage term bases,
glossaries, and various file formats throughout the translation process during
the translation course. However, the technological competence issue is not
given enough attention in the current training environment examined in this
study. Thus, more attention to technological competence and its elements should
be a priority for translation institutes in Algeria.
The findings
also suggest that students recognize the benefits of these tools in improving
efficiency. This reinforces the argument that technological integration is not
merely an accessory but an essential component of modern translation education.
However, as Martínez notes that the effectiveness of technology integration is dependent
on continuous skill improvement and keeping pace with technological
advancements (324). Without proper training and curriculum updates, students
may struggle to take advantage of these tools. Nevertheless, the researchers in
the current study were optimistic that the participants were aware of the
negative side of technological tools (see the results section). In the study of
Zhang that involved translation students from a Chinese university, the
researcher was concerned that participants did not point out any possible
negative effects of MT on their language skills or translation competence in
the survey (9). Instructors are therefore obliged to inform their learners
about the potential downsides of overreliance on MT or similar tools and their effects
on other skills and competences.
Understanding
how students and professionals in translation and interpreting view
technologies in their field is necessary. This process can aid academics in
understanding the peculiarities of adapting course design and content to job
market requirements. This paper tried to look into incorporating translation
and interpreting technologies during training at the HAIT in Algeria. The
results were achieved by analyzing the perceptions of students and alumni
alongside the teachers’ points of view. Students and graduates appreciate using
technology during their translation and interpreting training at the institute.
Most of them regard it as a positive step towards catching up with the
continuous developments of the industry. Nevertheless, integrating technology
in academic settings in Algeria still lags behind those advancements. The
scarcity of digital resources, limited training, and the equilibrium between
theory and practice are major contributing factors.
Both
students and alumni know the benefits of CAT software, machine translation
systems, and terminology management tools. They mentioned several benefits that
could take the process into new horizons. At the same time, they reported
issues in the institute, such as the lack of practical training, insufficient
translation technology sessions, limited access to well-equipped classrooms,
and the absence of training in advanced tools like AI-based. In the context of
interpreting, the simultaneous interpreting lab was considered a valuable asset
in developing basic interpreting skills. Nevertheless, the limited integration
of remote simultaneous interpreting platforms reflects a missed opportunity;
interpreting services providers focus more on this mode due to its efficiency
in saving time and money, particularly in the post-pandemic era.
It is
recommended that researchers in translation and interpreting studies focus more
on adopting new teaching strategies. This step should be executed in parallel
with the emerging global trends in technology and AI, both academically and
professionally. Organizing
specialized workshops in universities is also a practical idea. Teachers and
students can take advantage of experienced colleagues from other fields, which
can motivate them to focus more on personal technological development.
Moreover, to further advance the understanding of translation and interpreting
technologies in academic training, future research could explore:
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[1] IRB approval was granted in January 2024 by the High Arab Institute of
Translation. Data collection and surveying were conducted from February to
March 2024.