earticle

영어

This study explores how learners apply metacognitive strategies in a professional translation course through generative AI-based MTPE (machine translation post-editing) tasks. Comparing human translation (HT) and MTPE phases in a graduate translation program, the study analyzed students’ assignments, protocols, and interviews. Results show that learners used significantly more monitoring and evaluation strategies during the MTPE phase. They critically assessed AI outputs for errors and consistency, enhancing their self-regulated translation competence. The findings suggest that generative AI can serve as a cognitive partner, supporting strategic thinking in translator training. This study highlights the value of metacognitive strategy-based instruction and suggests that AI-integrated MTPE tasks can foster reflective, self-directed learning in translation education.