This empirical study is aimed at exploring what online resources and how students use to translate the texts from English into Vietnamese and their evaluation of those resources in the process of practicing translation. Participants were eighty third-year English major students. They were asked to complete a survey with open-closed questions. Content analysis was employed to analyze the qualitative data from the survey. The results revealed that the most popular online resource was Google Translate, followed by the online collocation dictionary and other online dictionaries. Furthermore, the majority of participants stated that they relied on Google Translate at the first step of their translation because of its convenience rather than accuracy. The findings also showed that students perceived the most important element contributing to good translation was the translator's knowledge and language competency of both source language and target language. However, all participants advocated the use of online resources which help translators save time and improve the quality and efficiency of the translation. It is hoped that the findings of this paper will shed light on academic translation training in other settings.
Keywords: online resources, translation quality, online dictionaries, Google Translate, online collocation dictionary
This empirical study is aimed at exploring what online resources and how students use to translate the texts from English into Vietnamese and their evaluation of those resources in the process of practicing translation. Participants were eighty third-year English major students. They were asked to complete a survey with open-closed questions. Content analysis was employed to analyze the qualitative data from the survey. The results revealed that the most popular online resource was Google Translate, followed by the online collocation dictionary and other online dictionaries. Furthermore, the majority of participants stated that they relied on Google Translate at the first step of their translation because of its convenience rather than accuracy. The findings also showed that students perceived the most important element contributing to good translation was the translator's knowledge and language competency of both source language and target language. However, all participants advocated the use of online resources which help translators save time and improve the quality and efficiency of the translation. It is hoped that the findings of this paper will shed light on academic translation training in other settings.
Keywords: online resources, translation quality, online dictionaries, Google Translate, online collocation dictionary
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