This paper is a research result of the 2025 Special Project on Foreign Language Teaching Reform Research and Practice for Guangdong Province Undergraduate Universities (Grant No. 25GWYB06): “Innovation and Practice of the ‘English + Translation’ Multi‑Collaborative Teaching Model Integrating AI Technology”, supported by the Guangdong Provincial Higher Education Association, Guangdong Ocean University Teaching Quality Enhancement and Teaching Reform Project (Project Name: Constructing a “Marine + English” Characteristic Value-Oriented Classroom for the Course “Marine Culture and Translation”, Grant No. PX-52024005), and the School of Foreign Languages Smart Course Construction Project, Guangdong Ocean University.
References
Bowker, L. (2002). Computer-aided translation technology: A practical introduction. University of Ottawa Press.
https://doi.org/10.7202/007488ar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
https://doi.org/10.1191/1478088706qp063oa
Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. Newbury House.
Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357.
https://doi.org/10.1080/09588221.2014.914539
Chaoxing. (2025). Chaoxing smart teaching platform AI teaching assistant. https://tlc.mh.chaoxing.com
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods. Transaction Publishers. (Original work published 1970)
Dillenbourg, P. (Ed.). (1999). Collaborative learning: Cognitive and computational approaches. Pergamon.
EMT Expert Group. (2022). EMT competence framework 2022. European Commission, Directorate-General for Translation.
Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2023). Automated feedback and writing: A multi-level meta-analysis of effects on students’ performance. Frontiers in Artificial Intelligence, 6, 1162454.
https://doi.org/10.3389/frai.2023.1162454
Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378-382.
Grgurović, M. (2017). Blended language learning. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 149-168). Wiley-Blackwell.
Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating quantitative and qualitative results in mixed methods research. Journal of Mixed Methods Research, 9(3), 227-244. https://doi.org/10.1177/1558689814534392
Heift, T. (2010). Prompting in CALL: A longitudinal study of learner uptake. The Modern Language Journal, 94(2), 198-216. https://doi.org/10.1111/j.1540-4781.2010.01020.x
Hemingway, E. (1952). The old man and the sea. Charles Scribner’s Sons.
Hu, X., & Gong, W. (2025). Modeling Chinese EFL learners’ intention to use generative AI for L2 writing through an integrated model of the TAM and TTF. Education and Information Technologies, 30(13), 18157-18179.
https://doi.org/10.1007/s10639-025-13505-9
Huang, X., Hew, K. F., & Dewa, F. (2023). AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. Education and Information Technologies, 28(10), 13407-13434.
https://doi.org/10.1007/s10639-023-11765-3
IBM Corp. (2020). IBM SPSS Statistics for Windows (Version 27.0) [Computer software].
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0013189X09339057
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.
Kenny, D., & Doherty, S. (2014). Statistical machine translation in the translation curriculum: Overcoming obstacles and empowering translators. The Interpreter and Translator Trainer, 8(2), 276-294.
https://doi.org/10.1080/1750399X.2014.937556
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182. https://doi.org/10.1037/0033-295X.95.2.163
Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. St. Jerome.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. John Benjamins.
https://doi.org/10.1075/lllt.18
McNiff, J. (2013). Action research: Principles and practice (3rd ed.). Routledge.
https://doi.org/10.4324/9780203112755
Melville, H. (2002). Moby-Dick; or, the whale. Modern Library. (Original work published 1851)
Muñoz Martín, R. (2017). Looking toward the future of cognitive translation studies. In J. W. Schwieter & A. Ferreira (Eds.), The handbook of translation and cognition (pp. 555-572). Wiley Blackwell.
O’Brien, S. (2014). Peer collaboration in translation education: Enhancing metacognitive awareness through structured feedback. In S. Colina & C. V. Angelelli (Eds.), Translation and interpreting pedagogy in dialogue with other disciplines. John Benjamins.
Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. Cambridge University Press.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equa-tion modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Educa-tion, 128, 13-35.
https://doi.org/10.1016/j.compedu.2018.09.009
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
Tai, J., Ajjawi, R., & Boud, D. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467-482.
https://doi.org/10.1007/s10734-017-0225-8
Verne, J. (1998). 20,000 leagues under the sea (Unabridged ed.). Recorded Books. (Original work published 1870)
Warschauer, M., & Ware, P. (2008). Automated writing evaluation in the classroom. Pedagogies: An International Journal, 3(1), 22-36.
https://doi.org/10.1080/15544800701771536
Yamada, M. (2019). The impact of Google neural machine translation on post-editing by student translators. The Journal of Specialised Translation, 31, 87-106.
https://www.jostrans.org/issue31/art_yamada.pdf
Zhou, Y. (Ed.). (2018). Haiyang yingyu fanyi jiaocheng [A course in marine English translation]. China Agriculture Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.
https://doi.org/10.1207/s15430421tip4102_2