Testing Contextual Awareness in AI-Assisted Translation of EFL Learners: Insights from Translation Students at Nawroz University

Abstract

This study investigates the integration of artificial intelligence (AI) tools into English as a Foreign Language (EFL) translation tasks and explores its ability of contextual awareness in translation. Currently AI tools are widely used in education, this study seeks to understand how it influence student’s translation and overall language development. An experimental design was adopted, involving 100 undergraduate students from translation department at the college of languages, Nawroz University in Kurdistan Region of Iraq. The students were randomly divided into two groups of 50 students in each group.  The experimental group learners used AI-powered translation tools while completing three phases of translation assignments, each phase included beginning, middle and end of the phase. In contrast, the control group learners worked on pretest and posttest tasks without any AI assistance. To evaluate learning outcomes, both groups were using validated assessment tools that measured learner’s skills in translation. The collected data were analyzed statistically using a t-test to determine whether the performance differences between both groups were significant. In addition to the quantitative results, qualitative observations were made to explore how students interacted with the AI tools during the translation process. The findings revealed that the final mean score of the experimental group is 17.50 and for the control group is 16.90 which demonstrates a nonspecific fluctuation that is statistically not remarkable. These results suggest that AI can serve as a valuable aid in translation training by offering EFL learners real-time support. The study highlights AI’s growing potential in modern language education.