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Copyright © ISRG Publishers. All rights Reserved.
DOI: 10.5281/zenodo.10902488
18
ISRG PUBLISHERS
Abbreviated Key Title: ISRG J Edu Humanit Lit
ISSN: 2584-2544 (Online)
Journal homepage: https://isrgpublishers.com/isrgjehl/
Volume – I Issue -II (March – April) 2024
Frequency: Bimonthly
Interpreting/Translation in Virtual Reality: Student Engagement with New Technology
- A Case Study
Prof.Assoc.Dr. Ema Kristo1*, Prof.Assoc.Dr. Jonida Bushi2, Dr. Marsela Likaj3
University of Tirana/ Albania
| Received: 29.03.2024 | Accepted: 31.03.2024 | Published: 01.04.2024
*Corresponding author: Prof.Assoc.Dr. Ema Kristo
Abstract
This scientific article is based on qualitative research methodology and was developed as a result of a specific experience within
the project "Interpreting/Translation in Virtual Reality: Development of Online Translation Applications and Training Students
with New Technology" undertaken at the Department of German Language, Faculty of Foreign Languages, University of Tirana,
Albania. The project was financially supported by the Faculty of Foreign Languages and aimed to explore the potential of virtual
reality and new technologies in the field of translation and interpreting.
In this context, a detailed survey was conducted targeting 30 first and second-year Master's program students in Translation,
aiming to evaluate their level of knowledge and use of automatic translation technology. The questionnaire included questions that
probed the students' experiences, their abilities in using new translation technologies, and aspects of training and skill development
for their use. This survey provided significant data for understanding how students face the challenges and opportunities presented
by new technology in the translation field.
The methodology used included analyzing the data collected from the survey to identify trends, needs, and obstacles faced by the
new generation of translators and interpreters. Through this analysis, the project aimed to offer a clear assessment of the potential
that new technology offers to improve the quality of translation and interpreting services, as well as to prepare the next generation
of linguists to meet the demands of a globalized world.
The article's objectives include:
1. Assessing the impact of new technology and virtual reality on the education and training of translation students.
2. Identifying the challenges and opportunities that new technology brings for translators and interpreters in their
professional formation.
3. Offering recommendations for the effective use of new technologies in the field of translation and interpreting.
The conclusions of this study indicate that the inclusion of new technology, especially virtual reality, in the training of translators
and interpreters offers extraordinary opportunities for improving educational practices and preparing them for the global job
market. This interdisciplinary approach helps in raising a new generation of linguists who are well-equipped to face the challenges
of communication and translation in an increasingly connected world.
Keywords: Virtual Reality, Online Translation, New Technologies, Translator Education, Innovation
Copyright © ISRG Publishers. All rights Reserved.
DOI: 10.5281/zenodo.10902488
19
1. Introduction:
Technological innovation has significantly altered the translation
industry, leading to transformative changes in both the academic
study and practical application of translation. For the typical user,
technology might appear to be merely a tool for clicking through
options and archiving information. However, it's crucial to peer
beyond the user interface of these systems to understand the
underlying mechanisms and identify improvements for enhanced
efficiency.
1
The importance of machine translation in today's
globalized world cannot be overstated. As businesses, academic
fields, and cultural exchanges increasingly cross international
borders, the demand for quick and efficient translation has never
been higher. German is increasingly in use and is playing a very
important role in the communication between different nations
around the world. It is used in many international political,
economic, social, artistic, literary meetings, etc. In this context,
diplomatic and political interaction between nations is increasing,
as a result even the demand for professionalism in translation has
increased. International law must be translated correctly in order to
adapt to the national, cultural and political aspect of the country in
whose language these laws are being translated
2
. Machine
translation serves as a critical bridge, facilitating immediate
communication and understanding across language barriers. This
technology, driven by advancements in artificial intelligence and
computational linguistics, has evolved from simple word-for-word
substitution to sophisticated algorithms capable of grasping
nuances, context, and even cultural idiosyncrasies in text.
However, the significance of machine translation extends beyond
mere convenience. In the realm of information accessibility, it
democratizes knowledge by enabling individuals to access content
in languages other than those they are fluent in. This is particularly
vital in areas such as scientific research, where the rapid
dissemination and comprehension of findings can accelerate
innovation and global collaboration.
Moreover, machine translation plays a pivotal role in emergency
response and humanitarian efforts. In crisis situations where time is
of the essence and language barriers can hinder relief efforts,
machine translation tools can provide life-saving information
swiftly and efficiently.
Yet, the journey of machine translation towards perfection is
ongoing. Challenges such as translating idiomatic expressions,
handling language pairs with significant structural differences, and
ensuring privacy and security in translations remain. Consequently,
the development and refinement of machine translation
technologies continue to be of paramount importance, requiring
sustained investment in research and collaboration across
disciplines.
Embracing machine translation is not merely adapting to a
technological trend; it is acknowledging and leveraging a tool that
has become indispensable in fostering global communication,
understanding, and collaboration. The ongoing advancements in
1
Bowker, Lynne (2002) Computer-aided Translation Technology:
A Practical Introduction, Ottawa: University of Ottawa Press. p.3
2
Bushi, Jonida, Endri Papajorgji: ―Translation in Terms of Law
and Communication: Difficulties Regarding the Translation of
Legal Texts from Albanian into German and Vice Versa.‖ (2021).
Journal of Educational and Social Research, 11(4), 55.
https://doi.org/10.36941/jesr-2021-0076
this field promise not only to enhance the efficiency and accuracy
of translation but also to bridge human connections across the
mosaic of world languages.
3
"Interpreting/Translation in Virtual Reality: Development of
Online Translation Applications and Students with New
Technology" represents an innovative approach in the realm of
linguistic services, merging the cutting-edge advancements in
virtual reality (VR) and online translation tools with
comprehensive educational strategies for both professionals and
students in the field.
The core is the development and utilization of online translation
applications that leverage virtual reality technology. These
applications aim to simulate real-world interpreting scenarios in a
virtual environment, offering users an immersive experience that
closely replicates the challenges and dynamics of live translation
and interpreting situations. This immersive environment not only
enhances the understanding of linguistic nuances but also cultivates
the users' ability to perform under the pressure of real-time
decision-making, a critical skill in both interpreting and translation.
An equally important aspect of this topic is the training program
designed for students. The integration of new technology into the
curriculum addresses the urgent need for modernizing the
educational framework to reflect the rapidly evolving demands of
the translation and interpreting market. Training focuses on both
the technical competencies required to operate advanced translation
tools and the development of soft skills, such as cultural sensitivity
and ethical considerations, which are paramount in high-quality
translation and interpreting services.
The adoption of technology in training also facilitates a more
interactive learning experience. It enables learners to engage with a
variety of linguistic and cultural scenarios, ranging from courtroom
interpretations to medical translations, in a controlled yet realistic
setting. This hands-on approach significantly enhances the learning
outcomes by allowing students to practice and hone their skills in a
risk-free environment before they face real-world challenges.
Moreover, the development of online translation applications
equipped technology opens up new pathways for remote learning
and working. It democratizes access to high-quality training
resources, making it possible for individuals around the world to
develop their interpreting and translation skills without the
constraints of geographical limitations.
"Interpreting/Translation in Virtual Reality: Development of
Online Translation Applications and Students with New
Technology" is a thinking project that stands at the intersection of
technology, education, and linguistic services. It not only promises
to elevate the quality of translation and interpreting services by
incorporating the latest technological advancements but also
ensures that the next generation of linguists is well-equipped to
meet the demands of a globalized world. This initiative
underscores the importance of embracing innovation in educational
practices and the potential of virtual reality to transform traditional
training methodologies in the field of translation and interpreting.
This project was made possible with the financial support of the
Faculty of Foreign Languages, University of Tirana, and within the
framework of the German Language Department's Project
3
https://api.pageplace.de/preview/DT0400.9781317553267_A2854
0127/preview-9781317553267_A28540127.pdf
Copyright © ISRG Publishers. All rights Reserved.
DOI: 10.5281/zenodo.10902488
20
Within the framework of the project "Interpreting/translation in
virtual reality. The development of online translation applications
as well as the training of staff and students with new technology," a
survey was conducted targeting the students of the Master's degree
programs at the Faculty of Foreign Languages, University of
Tirana. The survey contained various questions related to
automatic translation. The questionnaire was developed with the
aim of assessing the level of knowledge and usage of automatic
translation technology among Master's degree students. In addition
to questions focused on their experience and skills in using these
tools, the questionnaire also included questions aimed at the
aspects of training and proficiency in their use. In the survey, 40
students from the translation study program participated. The
results of the questionnaire showed that the majority of students
have knowledge and experience in using machine translation
technology. However, there is a need for improvement, especially
in their training and proficiency to use these tools more effectively.
The project "Interpreting/translation in virtual reality. The
development of online translation applications as well as the
training of staff and students with new technology" aims to
improve this situation by offering specialized training and
proficiency for students in the use of automatic translation
technology. This will help prepare them for the future challenges
of the translation field in an environment where technology plays
an increasingly important role.
The results of this survey are as follows:
2. Do you have experience with translations from
German to Albanian?
The results indicate that in response to the question of whether
students have experience with translations from German to
Albanian, 93.3% of the responses were affirmative, while 6.7%
were negative. There are several possible explanations for this:
Study Program: In the German language department, it is common
for students to study German and have various translation
assignments or projects that involve translations into Albanian.
As for the 6.7% of responses indicating a lack of experience with
translations from German to Albanian, we cannot have precise
information on the reasons why they do not have experience with
such translations. The majority of responses indicate that students
have knowledge in this area.
3. Do you have experience with translations from
Albanian to German?
In response to the question of whether students have experience
with translations from Albanian to German, 80% answered "yes"
and 20% answered "no". The reasons for these responses could
vary:
- Students have different needs for translating materials from
Albanian to German. The majority of students have been able to
undertake translation tasks in projects, thus gaining experience and
knowledge in this field.
- A portion of the students have not needed to translate materials
from Albanian to German in their daily activities.
4. Do you have knowledge about machine translation?
In response to the question about knowledge of machine
translation, 73.3% of the students answered "yes," while 26.7%
answered "no." This result can be explained by several factors:
- Students familiar with using machine translation
technologies and applications are more likely to have
experience with this tool.
- Students who have used machine translations for
academic, professional, or everyday purposes are more
likely to be acquainted with this technology.
Yes
No
Yes
No
Copyright © ISRG Publishers. All rights Reserved.
DOI: 10.5281/zenodo.10902488
21
- On the other hand, some students may not have needed
to use machine translations or are not familiar with them
due to personal preferences.
- Some might not trust the quality of machine translations,
preferring to do the translations themselves instead of
using these tools.
5. Do you have experience with machine translation?
In response to the question of whether students have experience
with machine translation, 60% of them answered positively, while
40% responded negatively. This division can be explained by
various factors:
- Students who are familiar with and actively use
technology, including machine translation applications,
are more likely to have experience with this tool.
- Some students are in the translation department, where
the use of machine translations is indeed included, while
others are in different fields of study, such as
communication, for example, and therefore have not
sought to use this tool.
- The use of machine translations depends on the
individual needs and personal preferences of each
student. If students need frequent translations or prefer to
do them themselves, they might have more experience
using this technology.
- Some students may have more confidence in the quality
of machine translations, while others may be more
skeptical about their accuracy and completeness.
6. Which types of machine translation do you know
besides Google Translate?
None/Other/None/Trados/Deepl/Pons/Just google
The responses from the students indicate that some of them are
familiar with other types of machine translation besides Google
Translate, while some do not know any others. Some of these well-
known alternatives might be Trados, Deepl, and Pons. The use of
these other sources of machine translation may depend on the
individual's needs and personal preferences for their quality and
service. It might be added that Google Translate is also used
because it allows students to work directly with Albanian, whereas
other machine translation platforms do not enable this.
7. What are the positive aspects of (automatic) virtual
translation?
- Saves time.
- We gain time.
- There's less need to keep many notes (because the words
given once are saved by the translation platform).
- You can continue from where you left off.
- We find information more quickly.
- Helps in moments when you need to translate something
quickly.
- Aids in understanding the contexts of words.
- It's fast.
- Translation can be done more quickly.
- For me, it's very positive, as it helps you out of the
moment's situation, but I emphasize that from German to
English it is more accurate.
The students' responses highlight several positive aspects of using
virtual automatic translation:
1. Time-saving: Students mention that virtual automatic
translation helps them save time. There's no need to write
down or keep corresponding notes since the translation
platform saves the given words once. This reduces their
concern about information retention.
2. Speed: Speed is a significant advantage of using
automatic translation. Students can find information
more quickly, and this tool helps in situations where they
need to translate something immediately.
3. Assistance in understanding word contexts: Students note
that automatic translation aids in understanding the
contexts of words. This tool can provide accurate
translations that facilitate the understanding of texts in a
foreign language.
4. Fast and precise translation: Another positive aspect
mentioned is the speed and accuracy of automatic
translation. Some students appreciate that this tool is
faster compared to traditional translation methods and
that it is quite precise, especially for certain language
combinations like from German to English.
In summary, the responses indicate that students view virtual
automatic translation as a valuable tool for saving time, quickly
finding information, and understanding the context of words.
Another response appreciates the accuracy of this tool, especially
in certain language combinations.
8. In which situations can machine translation be used?
- Pragmatic texts.
- Necessary situations.
- It helps if you are in a foreign country and need to
communicate.
- In special cases when there's something difficult to adapt
in translation.
- Various, such as for written translation and also to
facilitate understanding with someone who uses a
different language from ours.
- For a word that we cannot understand.
- More often used in non-literary texts.
The students' responses regarding the situations in which machine
translation can be used provide a diverse overview of the potential
uses of this tool:
1. Pragmatic Texts: Students mention that machine
translation is useful for pragmatic texts, which may
include instructions, practical information, or direct
communication. This tool can help translate these texts
without wasting time.
Copyright © ISRG Publishers. All rights Reserved.
DOI: 10.5281/zenodo.10902488
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2. Necessary Situations: Users indicate that machine
translation is useful in necessary situations when one
needs to understand or communicate with someone who
speaks a different language.
3. Communication in a Foreign Country: Using machine
translation is practical for communicating with people in
foreign countries when the local language is unknown.
This tool can assist in understanding messages and
communicating in these situations.
4. Difficult Situations to Adapt: Some students indicate that
machine translation is helpful in special situations when
texts are difficult to adapt with conventional translations.
This tool can help understand the information in these
cases.
5. Broad Use: Some students note that machine translation
is used in a wide range of situations, including written
translations as well as facilitating understanding with
someone who speaks a different language.
6. Understanding Unknown Words: Students mention that
machine translation is useful for understanding words
that cannot be easily understood in their source language.
7. Non-literary Texts: Students indicate that the use of
machine translation is more common for non-literary
texts, where quick translation is more essential than high
precision.
These responses show that machine translation is used in many
different situations and can be beneficial in various communication
contexts and understanding foreign texts.
9. Do you think that technological tools achieve the
perfection that a professional translator does during a
translation?
The students' responses to the question of whether technological
tools can achieve the level of perfection attained by professional
translators show a high percentage of skeptics, with 93.3% saying
"no," while only 6.7% say "yes." The reasons for these responses
might include:
- Many students may believe that technological tools
cannot capture the level of perfection of a professional
translator, as translating complex texts filled with
language nuances and context is a difficult challenge for
technology.
- Professional translators possess deep knowledge of the
culture and social context of both the source and target
languages. This knowledge aids in translating texts in a
way that they are as close to perfection as possible and
understandable to the target audience.
- Technology may be useful for simple and routine
translations, but often does not meet the specific and
perfect challenges that a professional translator can.
- In some cases, users may have experienced older
translation technology and are not familiar with the latest
advancements in this field. Therefore, the majority of
students believe that technological tools cannot reach the
level of perfection of professional translators, and these
reasons also justify this skepticism towards technology in
the field of translation.
10. Have you gained knowledge of virtual (automatic)
translation during your studies?
The students' responses to the question of whether they have
gained knowledge about the use of automatic (virtual) translation
during their studies show a clear division, with 66.7% saying "yes"
and 33.3% saying "no." The reasons for these responses could
include:
- A significant percentage of students may have
participated in training that introduced them to the use of
automatic translation as part of their studies.
- Students who are more familiar with technology and
automatic translation applications are more likely to have
acquired such knowledge through personal experiences.
- Students interested in improving their translation skills
might have explored and learned about the use of
automatic translation technology independently.
These reasons explain the division in responses regarding students'
knowledge of using automatic translation and indicate that the use
of technology can vary depending on individuals' experiences and
interests.
11. What would you like to learn about automatic
(virtual) translation?
The students' responses to the question of what they would like to
learn more about in terms of automatic translation indicate a
Yes No
Yes
No
Applications
Platforms
Knowledge about
their use
Theoretical
knowledge
Copyright © ISRG Publishers. All rights Reserved.
DOI: 10.5281/zenodo.10902488
23
primary interest in learning about platforms and applications for
automatic translation. This interest is understandable given the
practical importance of these tools and the need to be familiar with
specific tools used in this field. The reasons for these responses
might include:
1. Practical Need: Students may have a practical need to
use automatic translation platforms and applications for
their academic projects or daily tasks. Therefore, they are
interested in learning more about them to achieve better
performance.
2. Applied Knowledge: For some students, knowing how to
practically use these platforms and applications is
important. They want to understand how to use these
tools in practice to improve their translation skills.
3. Theoretical Knowledge: Some students might be
interested in learning more about the theoretical aspects
of automatic translation, such as the algorithms and
techniques used in their development.
These reasons show that students seek applicable and practical
knowledge about automatic translation platforms and applications,
which will help them in their daily work and in enhancing their
translation skills.
Conclusions
The findings derived from the questionnaires offer a detailed and
nuanced understanding of the specific needs and challenges faced
by Master's degree students in the field of Translation. Recognizing
these needs, the project group has pinpointed several key areas for
improvement and development. In response, targeted training
sessions are being designed to enhance students' proficiency in
navigating and utilizing digital platforms for interpretation and
translation purposes.
The forthcoming training sessions will focus extensively on
acquainting students with the realm of virtual automatic translation
and the effective utilization of diverse virtual translation platforms.
Among the resources and tools that will be covered in these
trainings are:
- Computer-Assisted Interpretation (CAI) Tools
- ORCIT (Online Resources for Conference Interpreter
Training) website resources
- A plethora of Interpreter Training Resources
- Access to the National Network for Interpreting (NNI)
- Use of video corpora for training purposes
- Specialized interpreter training software and tools such
as Black Box
- Training sessions within virtual environments like IVY
- Comprehensive training on the use of videoconferencing
tools and platforms, including ZOOM and Google
Hangout
- An introduction to various e-learning platforms and
Course Management Systems, such as Moodle, tailored
for the needs of interpreting and translation students
These meticulously designed training programs are aimed at
equipping students with the necessary skills and knowledge to
effectively leverage technology in the fields of interpreting and
translation. The curriculum will delve into critical issues such as
the translation of specialized texts—including technical, legal,
scientific, and literary materials—and the strategic application of
automatic translation features. Through this comprehensive
training, students will gain valuable insights and practical
experience with the tools and platforms prevalent in the industry,
thereby preparing them for the dynamic challenges and
opportunities within the global market for translation and
interpretation services.
This initiative not only reflects the project group's commitment to
addressing the evolving needs of translation students but also
underscores the importance of integrating technological
advancements into the educational curriculum. By fostering a
deeper understanding and hands-on experience with cutting-edge
translation and interpretation technologies, the training aims to
empower students to navigate the complexities of the modern
professional landscape with confidence and expertise.
Bibliographie
1. Bowker, Lynne (2002) Computer-aided Translation
Technology: A Practical Introduction, Ottawa:
University of Ottawa Press. p.3
2. Bushi, Jonida, Endri Papajorgji: ―Translation in Terms of
Law and Communication: Difficulties Regarding the
Translation of Legal Texts from Albanian into German
and Vice Versa.‖ (2021). Journal of Educational and
Social Research, 11(4), 55. https://doi.org/10.36941/jesr-
2021-0076
3. https://api.pageplace.de/preview/DT0400.978131755326
7_A28540127/preview-9781317553267_A28540127.pdf
