Enhancing cognitive engagement in EFL through computer-assisted translation (CAT) tools

Lilik Istiqomah; Ping Yang; Hiromi Muranaka-Vuletich

doi:10.1007/978-981-95-5234-4_14

Enhancing cognitive engagement in EFL through computer-assisted translation (CAT) tools

Lilik Istiqomah, Ping Yang, Hiromi Muranaka-Vuletich

Western Sydney University

Research output: Chapter in Book / Conference Paper › Chapter › peer-review

Abstract

This study explores how Computer-Assisted Translation (CAT) tools enhance cognitive engagement among English as a Foreign Language (EFL) learners specializing in translation. Using an instrumental case study approach with photovoice, 20 undergraduate EFL students participated in a 10-week training program centering on SDL Trados Studio 2021. The findings reveal five key dimensions of cognitive engagement fostered using CAT tools: self-regulation, reflection, deep learning, critical thinking, and self-efficacy. Participants demonstrated increased autonomy in managing tasks, reflective analysis of their learning experiences, deeper cognitive processing of translation concepts, problem-solving skills, and growing confidence in their abilities. Data analysis, supported by NVivo software and the SHOWED framework, highlighted the transformative potential of CAT tools in promoting active and sustained engagement with translation tasks. This research underscores the value of integrating technology into EFL instruction to enhance both linguistic competence and critical cognitive skills, offering practical insights for educators and curriculum designers.

Original language	English
Title of host publication	Proceedings of the 6th International Conference on Education Development and Studies 2025: Empowering Learning Through Technology
Editors	Alan Garfield, Kelum Gamage, Neil Gordon
Place of Publication	Singapore
Publisher	Springer
Pages	133-144
Number of pages	12
ISBN (Electronic)	9789819552344
ISBN (Print)	9789819552337
DOIs	https://doi.org/10.1007/978-981-95-5234-4_14
Publication status	Published - 2025
Event	International Conference on Education Development and Studies - Oxford, United Kingdom Duration: 26 Mar 2025 → 28 Mar 2025 Conference number: 6th

Publication series

Name	Lecture Notes in Educational Technology
ISSN (Print)	2196-4963
ISSN (Electronic)	2196-4971

Conference

Conference	International Conference on Education Development and Studies
Country/Territory	United Kingdom
City	Oxford
Period	26/03/25 → 28/03/25

Keywords

cognitive engagement
computer-assisted translation (CAT) tools
critical thinking
deep learning
photovoice
reflection
self-efficacy
self-regulation

Access to Document

10.1007/978-981-95-5234-4_14

Cite this

Istiqomah, L., Yang, P., & Muranaka-Vuletich, H. (2025). Enhancing cognitive engagement in EFL through computer-assisted translation (CAT) tools. In A. Garfield, K. Gamage, & N. Gordon (Eds.), Proceedings of the 6th International Conference on Education Development and Studies 2025: Empowering Learning Through Technology (pp. 133-144). (Lecture Notes in Educational Technology). Springer. https://doi.org/10.1007/978-981-95-5234-4_14

Istiqomah, Lilik ; Yang, Ping ; Muranaka-Vuletich, Hiromi. / Enhancing cognitive engagement in EFL through computer-assisted translation (CAT) tools. Proceedings of the 6th International Conference on Education Development and Studies 2025: Empowering Learning Through Technology. editor / Alan Garfield ; Kelum Gamage ; Neil Gordon. Singapore : Springer, 2025. pp. 133-144 (Lecture Notes in Educational Technology).

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abstract = "This study explores how Computer-Assisted Translation (CAT) tools enhance cognitive engagement among English as a Foreign Language (EFL) learners specializing in translation. Using an instrumental case study approach with photovoice, 20 undergraduate EFL students participated in a 10-week training program centering on SDL Trados Studio 2021. The findings reveal five key dimensions of cognitive engagement fostered using CAT tools: self-regulation, reflection, deep learning, critical thinking, and self-efficacy. Participants demonstrated increased autonomy in managing tasks, reflective analysis of their learning experiences, deeper cognitive processing of translation concepts, problem-solving skills, and growing confidence in their abilities. Data analysis, supported by NVivo software and the SHOWED framework, highlighted the transformative potential of CAT tools in promoting active and sustained engagement with translation tasks. This research underscores the value of integrating technology into EFL instruction to enhance both linguistic competence and critical cognitive skills, offering practical insights for educators and curriculum designers.",

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Istiqomah, L, Yang, P & Muranaka-Vuletich, H 2025, Enhancing cognitive engagement in EFL through computer-assisted translation (CAT) tools. in A Garfield, K Gamage & N Gordon (eds), Proceedings of the 6th International Conference on Education Development and Studies 2025: Empowering Learning Through Technology. Lecture Notes in Educational Technology, Springer, Singapore, pp. 133-144, International Conference on Education Development and Studies, Oxford, United Kingdom, 26/03/25. https://doi.org/10.1007/978-981-95-5234-4_14

Enhancing cognitive engagement in EFL through computer-assisted translation (CAT) tools. / Istiqomah, Lilik; Yang, Ping ; Muranaka-Vuletich, Hiromi.
Proceedings of the 6th International Conference on Education Development and Studies 2025: Empowering Learning Through Technology. ed. / Alan Garfield; Kelum Gamage; Neil Gordon. Singapore: Springer, 2025. p. 133-144 (Lecture Notes in Educational Technology).

Research output: Chapter in Book / Conference Paper › Chapter › peer-review

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Istiqomah L, Yang P , Muranaka-Vuletich H. Enhancing cognitive engagement in EFL through computer-assisted translation (CAT) tools. In Garfield A, Gamage K, Gordon N, editors, Proceedings of the 6th International Conference on Education Development and Studies 2025: Empowering Learning Through Technology. Singapore: Springer. 2025. p. 133-144. (Lecture Notes in Educational Technology). doi: 10.1007/978-981-95-5234-4_14