Abstract
This study aims to clarify learners’ thinking tendencies when using generative AI for Chinese–Japanese translation. A questionnaire survey was conducted with 40 students in the Department of Japanese at I-Shou University. The data were analyzed from four aspects: “understanding the source text,” “identifying translation problems,” “evaluating AI translations,” and “making translation decisions.” The mean scores for all four aspects were above the midpoint of 3. In particular, “evaluating AI translations” and “making translation decisions” showed relatively high scores. These results suggest that learners tend to use generative AI as a support tool for understanding and decision-making rather than simply relying on it to produce translations.
Keywords: Chinese–Japanese translation, learners, generative AI, thinking tendencies, AI evaluation