Understanding Translation Learning Beliefs in the AIGC Era: A Cross-Year Study of Translation Majors and Its Implications for Translation Education
In the age of Artificial Intelligence Generated Content (AIGC), translation learning beliefs have been reshaped. This study surveyed translation learning beliefs among translation major students across four academic years at a Chinese university featuring science and technology. Focus group discussions were organized with students from the first year to the fourth year. Data were analyzed under Horwitz’s learning belief framework as a conceptual perspective. The findings show that multidimensional translation learning beliefs are influenced by AIGC. Instead of displaying a linear progression, academic-year differences were mainly found in the emphasis, specificity, and patterns. The findings give pedagogical implications such as stage-sensitive belief support, reflective AI use, and professionalism cultivation for translation education.
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