@article{ART003369487},
author={Kim YoungIn},
title={Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data},
journal={Journal of Chinese Language and Literature},
issn={1225-083X},
year={2026},
number={102},
pages={179-210},
doi={10.15792/clsyn..102.202608.179}
TY - JOUR
AU - Kim YoungIn
TI - Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data
JO - Journal of Chinese Language and Literature
PY - 2026
VL - null
IS - 102
PB - Chinese Literary Society Of Yeong Nam
SP - 179
EP - 210
SN - 1225-083X
AB - This study explores the educational significance of AI-assisted translation activities in an undergraduate Chinese-to-Korean translation course. The data were collected from an “AI Chinese-Korean Translation Practice” course offered in the first semester of 2026 and include direct translations, marked translation difficulties, prompts, AI-assisted revisions, final translations, and self-analyses produced by 16 learners for five Chinese texts. Rather than treating AI output as a finished translation, the study focuses on how learners identified problems in their own translations, formulated those problems in prompts, compared AI-assisted revisions with their initial drafts, and revised their final translations. The analysis shows that learners recognized difficulties related to lexical meaning, syntactic structure, culture-specific expressions, and genre-appropriate Korean expression during the direct translation stage. They then used prompts to make these difficulties explicit and, in the final revision stage, selectively accepted, partially accepted, or rejected AI suggestions. These findings suggest that AI-assisted translation activities can function as a feedback-based learning activity when embedded in a sequence of source-text comprehension, problem identification, prompt writing, comparison, and revision. In such a sequence, learners first produce their own translations and then examine and adjust them against self-set goals by drawing on AI output as feedback. In this sense, such activities can support learners’ source-text comprehension, expression selection, self-monitoring, and critical use of AI.
KW - 중한번역 교육(Chinese-Korean translation education);AI 활용 번역(AI-assisted translation);AI 보조수정(AI-assisted revision);프롬프트 작성(prompt writing);언어적 활동(languaging);피드백 기반 학습(feedback-based learning)
DO - 10.15792/clsyn..102.202608.179
ER -
Kim YoungIn. (2026). Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data. Journal of Chinese Language and Literature, 102, 179-210.
Kim YoungIn. 2026, "Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data", Journal of Chinese Language and Literature, no.102, pp.179-210. Available from: doi:10.15792/clsyn..102.202608.179
Kim YoungIn "Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data" Journal of Chinese Language and Literature 102 pp.179-210 (2026) : 179.
Kim YoungIn. Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data. 2026; 102 : 179-210. Available from: doi:10.15792/clsyn..102.202608.179
Kim YoungIn. "Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data" Journal of Chinese Language and Literature no.102(2026) : 179-210.doi: 10.15792/clsyn..102.202608.179
Kim YoungIn. Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data. Journal of Chinese Language and Literature, 102, 179-210. doi: 10.15792/clsyn..102.202608.179
Kim YoungIn. Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data. Journal of Chinese Language and Literature. 2026; 102 179-210. doi: 10.15792/clsyn..102.202608.179
Kim YoungIn. Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data. 2026; 102 : 179-210. Available from: doi:10.15792/clsyn..102.202608.179
Kim YoungIn. "Pedagogical Implications of AI-Assisted Translation in Undergraduate Chinese Language Education: A Study Based on Learners' Chinese-Korean Translation Activity Data" Journal of Chinese Language and Literature no.102(2026) : 179-210.doi: 10.15792/clsyn..102.202608.179
