This study investigates the development of machine-translation literacy (MT literacy) among Arabic-speaking translation students in the United Arab Emirates, combining quantitative learning analytics with qualitative reflection. Using EduApp, a process-logging platform designed by the author, the research analyzed post-editing behavior across five bidirectional Arabic-English/English-Arabic translation and post-editing tasks. The descriptive results suggest that directionality, diglossia, and educational bilingualism are associated with differences in post-editing efficiency and confidence. Students required more time and produced denser edits when revising English-to-Arabic MT output, often treating stylistic variation as machine error. Content analysis of 160 reflective statements, aggregated at the student level, identified an attitudinal continuum—from skeptical rewriters to pragmatic revisers and strategic users—that coincided with higher throughput and lower edit density. Over the semester, participants displayed growing ethical awareness, shifting from instrumental reliance on MT to reflective, accountable use. The findings highlight that MT literacy is not merely technical but sociocultural, shaped by linguistic diversity, digital experience, and professional ethics. The study proposes a glocalized framework—that is, one that merges global MT-literacy principles with locally attuned pedagogies—for translator education, integrating analytics-based reflection, culturally responsive pedagogy, and data-informed curriculum design to connect global technology with regional linguistic realities.
Post-localization quality assessment for Persian-localized websites remains underserved by existing generic localization frameworks, which inadequately address Persian-specific linguistic, cultural, and technical demands. This study aimed to identify and compile the essential components for a preliminary Persian Website Post-Localization Testing (PWPLT) framework by systematically integrating evidence from the literature, stakeholder perspectives, and expert knowledge. A sequential mixed-methods design was employed across three phases: qualitative content analysis of 143 documents, a 44-item Likert-scale questionnaire administered to 100 purposively sampled stakeholders (translators, localization specialists, and web developers), and semi-structured interviews with 15 localization experts, analyzed thematically. The study was grounded in translation quality assessment frameworks and Skopos Theory, and organized findings across four dimensions: linguistic accuracy, cultural appropriateness, functional reliability, and cosmetic usability. Document analysis yielded 42 recurring evaluation components. Questionnaire results confirmed strong stakeholder endorsement of all 42 items, while diagnostic items indicated that generic QA models are not considered adequate for Persian-specific contexts. Expert interviews generated 20 themes that operationalized, deepened, and contextualized the preliminary components, highlighting Persian-specific concerns such as right-to-left (RTL) directionality, Islamic cultural compliance, terminological consistency, multimedia localization, and cross-functional collaboration. These findings collectively constitute a preliminary PWPLT framework tailored to the linguistic, cultural, and technical demands of Persian website localization. The study contributes a context-specific component framework to the localization quality assessment literature; the subsequent development and validation of the rubric will be reported in a study currently in progress.
Contemporary subtitling requires multimodal, culturally responsive, and technologically adaptive judgement that extends beyond the linguistic and technical focus of existing competence models. This article reconceptualises subtitling as a multimodal literacy practice in which meaning is designed through the coordination of linguistic, visual, auditory, spatial, and cultural resources. Drawing on audiovisual translation research, multimodal discourse analysis, and multiliteracies theory, it introduces the multimodal subtitling competence model (MSCM), a five-domain framework encompassing multimodal sensitivity, intersemiotic awareness, technological literacy, cultural-semiotic literacy, and reflective production strategies. The MSCM provides a holistic account of subtitling competence suited to AI-assisted and platform-specific media ecologies, positioning subtitlers as semiotic designers who negotiate meaning across human-machine workflows. The model offers a conceptual basis for rethinking subtitler education, professional development, and assessment. The article concludes with key directions for empirical and interdisciplinary research to support the MSCM’s future refinement and application.
This study explores the potential of implementing gamification in self-directed group interpreting practice. A gamified environment was designed on a metaverse platform for self-directed interpreting practice, and a total of 32 graduate and undergraduate students majoring in T&I in South Korea engaged in practice sessions within this gamified environment. A triangulated research approach was employed, combining participant observation, a think-aloud protocol, and a post-session survey, to ensure a comprehensive analysis of the participants’ experiences. The study findings suggest that gamification has a scaffolding effect, cultivating desirable learning habits among interpreting students. Additionally, it enhances affective dimensions, including learner motivation, enjoyment, camaraderie, achievement, and constructive competition.
While language brokering practices and interpreter training have been extensively studied, little research has examined how young people conceptualize their own visibility and agency as they move from informal family interpreting to professional education. This study explores self-perceptions of visibility among 67 young adult language brokers enrolled in an undergraduate interpreting program in the northeastern United States. It investigates: how these individuals perceive their visibility prior to formal interpreter education, and whether this perception changes as they progress through their program. Employing a mixed-methods design, the study combines quantitative data from the Interpreter Interpersonal Role Inventory (Angelelli, 2004b) with qualitative analysis of personal narratives. Results indicate that participants initially perceive themselves as having moderate visibility. However, as their interpreter education advances, their self-perception of visibility tends to decrease. Formal training may influence how young brokers understand and position their roles, potentially aligning them more closely with professional norms that emphasize reduced visibility. This research advances theoretical understandings of interpreter agency and challenges traditional views of visibility as problematic, offering insights for professional training and practice.
