Abstract
The present study explores the impact of collaborative group translation tasks and AI-assisted translation tasks medical terminology learning and retention among EFL undergraduate students in a medical translation course. A total of 48 EFL students were divided into two groups: collaborative group work, and individual AI-assisted group to complete translation tasks. All participants completed a pre-test, post-test, and delayed-post to assess vocabulary acquisition and retention. In addition, six participated in semi-structured interviews to elicit their perceptions of the instructional methods. The results from the quantitative data showed that both groups significantly improved from pre-test to post-test, indicating that both instructional methods were useful on the short run. However, while the collaborative group maintained improvement in the delayed post-test, the AI-assisted group showed a significant decrease in performance, thereby suggesting superior retention through collaborative work in the long run. The results from between-group comparisons at the delayed post-test time revealed statistically significant differences favoring the collaborative learning group. The results from the qualitative data were useful with collaborative learners emphasizing peer support and discussion as beneficial, whereas AI-assisted learners appreciated convenience and speed but reported a lack of interaction. This study pinpoints the potential of collaborative learning in fostering deeper cognitive engagement and sustained vocabulary retention, while also highlighting the practical benefits and limitations of AI-assisted methods in L2 medical translation instruction.
Presenters
Khaled AldossaryHead of English Department - Vice Dean for Graduate Studies and Scientific Research, English Department, Department of English Language, College of Arts, King Faisal University, Saudi Arabia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI, ChatGPT, Collaborative Learning, Translation Pedagogy
