1. Xi’an University of Technology education and teaching reform research project: “Construction and Practice of the ‘Integration of Courses and Competitions’ Model in English Translation Teaching from the Perspective of Intelligent Collaboration” (Project No.: xzx2414); 2. Xi’an University of Technology humanities and social sciences research special project: “Research on Cultural Communication in Xi’an Qujiang and Translation Strategies for Tang Poetry” (Project No.: 2019RY001).
References
Chen, J. R. (2025). Connotation, practice and influencing factors of post-editing in the context of GenAI. Journal of Chongqing University of Education, 38(2), 34-41, 127-128.
Cheng, S., & Zhang, Y. S. (2025). Post-editing teaching and post-editing competence development: Practices, findings and implications. Contemporary Foreign Language Studies, (4), 182-195.
Feng, Q. G., & Cui, Q. L. (2016). Research focuses and trends in post-editing of machine translation. Shanghai Journal of Translators, (6), 67-74, 89, 94.
Geng, F., & Hu, J. (2023). New direction for post-editing by artificial intelligence translation: A case study of ChatGPT translation. Foreign Languages in China, 20(3), 41-47.
Li, Y., Xu, J., & Jia, C. Y., et al. (2024). Investigation of college students’ generative artificial intelligence (GAI) usage status and its implication: Taking Zhejiang University as an example. Open Education Research, (1), 89-98.
Ma, Y. Q., Huang, H., & Wu, L., et al. (2024). “Technology empowerment” or “tool dependency”: A study on the impact of generative artificial intelligence on graduate students’ research and innovation ability. E-Education Research, 45(12), 58-66.
Qian, J. H., & Liu, X. G. (2026). “Production” or “creation”? Translation of the German classical aesthetic term “Produzieren”. Shanghai Journal of Translators, (4), 30-37.
Shu, Y. Y., Li, C. J., Ren, X. X., et al. (2026). The application potential, challenges, and implications of artificial intelligence in psychobiography. Advances in Psychological Science, 34(7), 1284-1298.
Tan, X. H., & Li, L. Q. (2025). The necessity of cultivating post-editing skills among non-English majors: An analytical study based on questionnaires and practice. Language and Culture Research, 33(4), 137-141.
Tan, Y. S. (2012). Translation teaching from the perspective of cognitive linguistics. Foreign Languages Research, (3), 66-73, 88.
Wang, J. Y., & Wang, L. Y. (2025). A comparative study of cognitive effort in human translation and machine translation post-editing in the context of online information-seeking. Foreign Languages and Their Teaching, (4), 93-104, 148.
Wang, X. L., Chen, G. J., & Zhou, X. Y. (2023). Mapping the structure of cognitive machine translation post-editing studies (2011-2021). Journal of Foreign Languages, 46(5), 90-100.
Yu, L., Yang, C., & Xu, M. (2022). A case study on the development of student translators’ post-translation editing skills based on the economic texts. Interdisciplinary Studies on Translation and Interpreting, 2(1), 87-98, 2.
Yu, X. D., & Zhang, K. Z. (2025). Translation and knowledge regeneration: A Sino-Japan round trip of the concept of “jianzhu”. Shanghai Journal of Translators, (3), 90-94.
Zhang, W. W. (2006). A study on translators’ roles. Journal of Southwest Minzu University (Humanities and Social Sciences Edition), (6), 71-73.
Zhao, W. J., & Xiong, W. (2026). Structural hermeneutics in Wingtsit Chan’s translation of Chinese philosophy: From Confucian humanism to Neo-Confucian metaphysics. Shanghai Journal of Translators, (4), 76-81.