Comparison of students’ translation, machine translation, and post-editing in English-Korean translation

This paper explores the use of machine translation in English reading comprehension classes, focusing on how it can be effectively integrated. It compares students’ translations, machine translations, and post-editing results for English-Korean translation, analyzing errors in each. Fourteen students were asked to translate materials without machine translation (students’ translation), and then to correct errors in machine translations (post-editing). The results show that machine translation and post-editing were more efficient and accurate than students’ translations, indicating that machine translation can be a valuable tool in these classes. However, the study also highlights the need to improve students' basic knowledge of English vocabulary and syntax to better identify and correct machine translation errors. A survey showed that participants viewed machine translation as accurate, useful, and helpful, with a positive outlook on its future use in classes. The paper suggests that machine translation has potential for enhancing English reading instruction, given proper guidance and preparation.