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The Application of ChatGPT in Chinese MTI Students’ Autonomous Learning

Year: 2025
Type: article
Study design: Observational Study
Abstract: The integration of artificial intelligence tools, such as ChatGPT, into educational practices has opened new avenues for autonomous learning, particularly in the context of higher education. This paper aims to explore how ChatGPT can be applied to foster autonomous learning among Chinese Master of Translation and Interpreting (MTI) students, enhance their translator competence. With the increasing demand for highly competent translators in the digital age, it is crucial to investigate whether AI-driven tools can effectively support MTI students’ competence development. This study investigates Chinese MTI students’ perceptions of the benefits and challenges of using ChatGPT in autonomous learning, and examines the impact of its integration into MTI curricula on students’ autonomous learning and the development of their translator competence. MTI students face unique challenges, including the need for specialized language skills, critical thinking, and self-directed learning to meet academic and professional demands. This study adopts a mixed-methods approach, combining survey data from 175 MTI students across Chinese universities and semi-structured interviews with 20 participants. Results indicate that the application of ChatGPT in Chinese MTI education is still at the initial stage. It is found that ChatGPT facilitates MTI students’ autonomous learning by enhancing their translation accuracy, offering instant feedback, and providing extensive practice opportunities. However, limitations such as translation errors in cultural contexts and the potential risk of over-reliance on AI tools are highlighted. The findings suggest that while ChatGPT significantly supports autonomous learning, its integration into MTI curricula requires careful planning, training, ethical guidance and further promotion.
DOI: 10.24093/awej/ai.10
Language: English
Open Access status: diamond
OpenAlex ID: W4409603593
FWCI: 7.52
Cites: 20
Cited by: 2
Related to: 10