Integrating AI-assisted translation tools into foreign language curricula

Shkarban, Inna (2026) Integrating AI-assisted translation tools into foreign language curricula Academia Polonica Scientific Journal of Polonia University, 76 (3). pp. 245-252. ISSN 2957-2096

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Abstract

The widespread adoption of Neural Machine Translation (NMT) platforms and Generative Artificial Intelligence (GenAI), in particular Large Language Models (LLMs) such as ChatGPT, Gemini, Claude, and DeepSeek has precipitated a profound paradigm shift in the landscape of foreign language education. The article investigates the multifaceted integration of AI-assisted translation tools into modern language curricula. By synthesising empirical literature and systematic reviews published between 2021 and 2026, the analysis delineates the critical friction points characterising the contemporary educational environment. The notable behavioural divergence between student adoption and institutional resistance highlights the dynamics often defined by educators’ persistent concerns about academic dishonesty, cognitive short-circuiting, and the erosion of intrinsic motivation. However, empirical evidence unequivocally demonstrates that prohibiting these ubiquitous technologies, such as attempting to engineer “AI-irrelevant” classrooms, is both practically pointless and pedagogically detrimental. Instead, this research advocates for a constructivist pedagogical model centred on the formalized development of AI Translation Literacy. By critically examining the cognitive and sociocultural dynamics of self-regulated AI use, the report highlights that these algorithmic tools can effectively scaffold learning, provide automated corrective feedback, and significantly enhance second language (L2) acquisition outcomes when used intentionally. Furthermore, the analysis identifies the inherent risks of a “dependency trap”, algorithmic bias, and cultural homogenization, arguing that modern learners must be systematically transitioned from passive consumers of AI outputs to critical, highly skilled post-editors. By establishing targeted pedagogical competencies, educators can leverage AI not as a surrogate for human cognition, but as a collaborative engine to advance metalinguistic awareness and foster autonomous, cross-cultural communication.

Item Type:	Article
Uncontrolled Keywords:	AI-assisted translation; foreign language curricula; AI Translation Literacy; generative AI; student competence
Subjects:	Статті у базах даних > Index Copernicus
Divisions:	Факультет романо-германської філології > Кафедра англійської мови та комунікації
Depositing User:	Інна Володимирівна Шкарбан
Date Deposited:	18 Aug 2026 16:49
Last Modified:	18 Aug 2026 16:49
URI:	https://elibrary.kubg.edu.ua/id/eprint/59380

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