Abordagens modernas para o desenvolvimento da competência profissional do tradutor sob a influência do desenvolvimento da IA

Elvir Akhmetshin; Veronika Myakota; Inna Getskina; Apollinaria Avrutina; Anna Basmanova; Diana Burenkova; Shukurjon Kurbanova

doi:10.22633/rpge.v29i00.20816

Authors

Elvir Akhmetshin Mamun University https://orcid.org/0000-0002-2576-503X
Veronika Myakota International Islamic academy of Uzbekistan https://orcid.org/0009-0003-0415-5931
Inna Getskina I.N. Ulyanov Chuvash State University https://orcid.org/0000-0001-7764-4339
Apollinaria Avrutina St. Petersburg State University https://orcid.org/0000-0003-3162-2825
Anna Basmanova RUDN University https://orcid.org/0000-0001-7232-9874
Diana Burenkova Volgograd Institute of Management https://orcid.org/0009-0008-6567-8329
Shukurjon Kurbanova Instituto Pedagógico Estatal de Urgench https://orcid.org/0009-0006-3301-0776

DOI:

https://doi.org/10.22633/rpge.v29i00.20816

Keywords:

Translator education, Digitization, Artificial intelligence (AI), Translation training, Machine translation post-editing

Abstract

This article explores student post-editing of machine translation as a means of developing the professional competence of future translators. The study aims to substantiate the use of AI-based machine translation systems in forming essential professional skills. A didactic experiment with translation students was conducted, where participants post-edited machine-translated texts to identify errors and propose corrections. The findings show that such training helps students recognize the limitations of technological tools and develop critical editing abilities, emphasizing that translators cannot rely solely on automation. The study also highlights the potential of AI-driven online resources, which can support translator education by providing interactive editing environments. It is concluded that AI represents a valuable digital learning technology, capable of performing routine tasks, simulating professional scenarios, and enhancing individual learning pathways. Integrating AI and neural network tools into translator training can expand opportunities for communication, personalization, and student motivation.

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Author Biographies

Elvir Akhmetshin, Mamun University

Mamun University, Khiva – Uzbekistan. Candidate of Economic Sciences, Associate Professor, Head of the Department of Scientific Research, Innovations and Scientific and Pedagogical Personnel Training; Khorezm University of Economics, Urgench - Uzbekistan, Associate Professor of Department of Economics and Management.

Veronika Myakota, International Islamic academy of Uzbekistan

International Islamic academy of Uzbekistan – Uzbekistan. Lecturer at the Department of Uzbek language and Classical Oriental Literature.

Inna Getskina, I.N. Ulyanov Chuvash State University

I.N. Ulyanov Chuvash State University, Cheboksary – Russia. Candidate of Sciences, Head of the Department of Romance and Germanic Philology and Translation Studies.

Apollinaria Avrutina, St. Petersburg State University

St. Petersburg State University, St. Petersburg - Russia. Doctor of Philology, Professor at the Department of Theory and Methods of Teaching Languages and Cultures of Asia and Africa.

Anna Basmanova, RUDN University

RUDN University, Moscow – Russia. Associate Professor at the Foreign Language Department.

Diana Burenkova, Volgograd Institute of Management

Volgograd Institute of Management, branch of Russian Academy of National Economy and Public Administration under the President of Russian Federation, Volgograd – Russia. Candidate of Sciences, Associate professor at the Department of Linguistics and Intercultural Communication.

Shukurjon Kurbanova, Instituto Pedagógico Estatal de Urgench

Instituto Pedagógico Estatal de Urgench, Urgench – Rússia. Candidato em Ciências. Professor Associado do Departamento de Pedagogia.

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