2025/03/26 by Andrew Rothwell, Rothwell, Andrew, Joss Moorkens +3
Arts and Humanities · Computer Science · #Computation and Language (cs.CL) #Computers and Society (cs.CY) #FOS: Computer and information sciences #Natural Language Processing Techniques #Subtitles and Audiovisual Media #Translation Studies and Practices
paper · pdf · doi:10.48550/arxiv.2503.22735
openalex publication_date 2025/03/26 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
This article reports on the third iteration of a survey of computerized tools and technologies taught as part of postgraduate translation training programmes. While the survey was carried out under the aegis of the EMT Network, more than half of responses are from outside that network. The results show the responsiveness of programmes to innovations in translation technology, with increased compulsory inclusion of machine translation, post-editing, and quality evaluation, and a rapid response to the release of generative tools. The flexibility required during the Covid-19 pandemic has also led to some lasting changes to programmes. While the range of tools being taught has continued to expand, programmes seem to be consolidating their core offering around cloud-based software with cost-free academic access. There has also been an increase in the embedding of professional contexts and workflows associated with translation technology. Generic file management and data security skills have increased in perceived importance, and legal and ethical issues related to translation data have also become more prominent. In terms of course delivery the shift away from conventional labs identified in EMT2017 has accelerated markedly, no doubt partly driven by the pandemic, accompanied by a dramatic expansion in the use of students' personal devices.