Aksoy,N.B.English Translation and Interpretation2024-10-062024-10-06201901224-1768[SCOPUS-DOI-BELIRLENECEK-77]2-s2.0-85078156133https://hdl.handle.net/20.500.14411/9513Technological developments in all the activities of social, economic and communicative areas of modern life brought forth a higher demand in translation services, which in turn, necessitates a review of translation teaching at the university level. Traditional teaching methods which heavily rely on teacher-oriented approaches where students are passive learners who focus on the study of linguistic exercises and manual translation tasks by themselves, are no longer sufficient to produce graduates who can compete in the booming computerised worklife in the translation profession. Hence, the integration of Machine Translation (MT) and Computer-Assisted Tools (CAT) becomes a priority in the translation teaching curriculum in order to enable students to deal with the challenging market conditions upon graduation. Students who have experience in the use of computer technologies by means of getting acquainted with them during their education will develop the necessary skills to produce terminologically-consistent, time-efficient and correct translations as required by translation companies and working environment. Also, with the help of use of computer technologies in their teamwork and project-based practices during their education and in their internship, students will develop interpersonal skills and network for better replacements upon graduation. © 2019 Ovidius University. All rights reserved.eninfo:eu-repo/semantics/closedAccessMachine translationTechnologyTranslationTranslation professionTranslator trainingArticleQ4301191199