How digital literacy and ICT self-efficacy shape student perceived post-editing competence

Machine translation (MT) and post-editing (PE) are integral to modern translation practices, making perceived PE competence crucial for student translators. While digital literacy is recognized as critical in technology-involved learning contexts, its specific impact on perceived PE competence and the mediating role of ICT self-efficacy requires further investigation. This study aimed to examine the direct effect of digital literacy on the perceived PE competence of college students and to investigate the potential chain mediating role of ICT self-efficacy within this relationship using a structural model. Data were collected from 446 seniors majoring in English-related disciplines across seven Chinese universities. Results confirmed that digital literacy significantly enhanced both ICT self-efficacy (β = 0.705, p < 0.001) and perceived PE competence (β = 0.294, p = 0.009), while ICT self-efficacy positively influenced perceived PE competence (β = 0.278, p = 0.009). Additionally, the hypothesized chain mediation effect of ICT self-efficacy on the relationship between digital literacy and perceived PE competence was also supported (β = 0.248, p = 0.000). This research advances understanding of the psychological factors influencing perceived PE competence development and provides actionable insights for educational institutions aiming to prepare students for the evolving demands of the translation industry.