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LLM-Empowered Translation Teaching: A Case Study of the Chinese-English Translation Course
MA Jing
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DOI:10.17265/1539-8080/2026.07.004
Qingdao University of Science and Technology, Qingdao, China
This study proposes a three-stage teaching model—pre-translation preparation, human-machine collaboration, and post-translation reflection—in the context of the Chinese-English translation course, as a way to integrate large language models into translation teaching. The findings indicate that this approach enhances students’ awareness of terminological consistency, refines their sensitivity to cultural appropriateness, and strengthens their critical engagement with artificial intelligence (AI)-generated translations. However, the model shows clear limitations when the source text carries a heavy cultural load. The paper also discusses the practical challenges observed during implementation and suggests corresponding coping strategies, with the aim of offering useful references for pedagogical reform in similar courses.
large language models, human-machine collaboration, action research, Chinese-English translation
MA Jing. LLM-Empowered Translation Teaching: A Case Study of the Chinese-English Translation Course. US-China Foreign Language, July 2026, Vol. 24, No. 7, 260-265 10.17265/1539-8080/2026.07.004
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