Chatbots as a pedagogical tool for developing translation competencies in students: case of chinese universities

Abstract

This study examines the pedagogical potential of chatbot technology for teaching written translation in universities of the People’s Republic of China. The purpose of the research was to analyze how chatbots are used in translation instruction, identify their methodological possibilities, and evaluate the challenges associated with integrating artificial intelligence tools into university-level translation education. The study is based on theoretical analysis of Chinese and international literature, examination of regulatory documents on AI implementation in higher education, and a review of pedagogical practices involving chatbots in foreign language and translation training. The results show that chatbots offer several educational benefits: they support glossary creation, rapid lexical search, preliminary text drafting, grammar and style checking, and corrective feedback. These functions help students accelerate translation tasks and strengthen basic linguistic competencies. However, the findings also indicate notable limitations, including the generation of unreliable information, insufficient handling of cultural nuances, and the inability of chatbots to fully perform specialized translation tasks. The study concludes that while chatbots cannot replace professional translators or traditional teaching methods, they represent a valuable supplemental tool, particularly for novice learners. Their effectiveness increases when combined with teacher guidance and thoughtfully designed translation training activities.