The Impact of CAT Tools on Translation Education: An Experiential Learning Framework with PHRASE
DOI:
https://doi.org/10.35516/Hum.2026.10479Keywords:
Phrase CAT tool, translation technology, translation skills, Experiential Learning Theory, translation pedagogyAbstract
Objectives: This study investigates the impact of Phrase, a Computer-Aided Translation (CAT) tool, on graduate students’ translation skills, focusing on translation quality, productivity, and terminology management.
Methods: Using a mixed-methods approach, the study integrates quantitative and qualitative analyses to assess the effectiveness of Phrase CAT training. Grounded in David Kolb’s (1984) Experiential Learning Theory, it explores how hands-on engagement with Phrase enhances learning through a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. A pre-test/post-test experimental design involved seven graduate students in a structured three-week training program (12 hours total) on key Phrase functions.
Results: Quantitative analysis showed significant improvements in translation productivity, accuracy, and consistency, demonstrating the measurable impact of CAT tool training. Qualitative findings revealed that students felt Phrase streamlined their workflow, increased efficiency, and boosted confidence. Some students initially struggled with terminology retrieval and machine translation post-editing, highlighting the need for structured incremental training.
Conclusions: The study emphasizes the pedagogical value of CAT tools in translation education and recommends structured training and collaborative projects aligned with Kolb’s experiential learning cycle to enhance skill development. These findings support experiential learning as essential in preparing students for professional translation work.
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