| Enhancing Meaning-Based ESP Translation among Student-Teachers in the Education of Students with Special Needs through AI-Supported Pedagogy |
| کد مقاله : 1114-ELTCONF7. (R1) |
| نویسندگان |
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علی همتی * گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران |
| چکیده مقاله |
| This mixed-methods study explored how a scaffolded, AI-supported pedagogical workflow can improve meaning-based translation in English for Specific Purposes (ESP) among 40 Student-Teachers in the Education of Students with Special Needs at Farhangian University. Based on sociocultural theory and digital cognitive apprenticeship, the six-week intervention combined instructor modeling, iterative AI co-editing, scaffolded prompts, and reflection exercises. Quantitative analysis of pre- and post-intervention translation tasks and an AI-literacy questionnaire showed significant improvements in terminology accuracy, meaning preservation, and readability. Qualitative data from semi-structured interviews with a purposive subsample revealed three interconnected themes: critical engagement with AI outputs, increased meaning-based awareness, and the evolving professional role of teachers in AI-mediated translation tasks. Participants shifted from passive reliance on AI to reflective, evaluative collaboration, demonstrating greater sensitivity to audience needs, ethical issues, and contextual nuances. Combining quantitative and qualitative findings suggests these gains were driven not only by repeated AI practice but also by developing critical AI literacy and professional judgment. The study highlights the pedagogical potential of AI when viewed as a mediated tool that enhances human reasoning rather than replacing it. Implications include designing teacher-education programs that integrate AI within scaffolded, reflective workflows to build both technical skills and ethical awareness. Future research should explore long-term retention, larger participant groups, and the use of multiple AI models to reinforce and expand these findings. |
| کلیدواژه ها |
| AI-supported pedagogy, ESP translation, student-teachers in the education of students with special needs, critical AI literacy, meaning-based translation |
| وضعیت: پذیرفته شده برای ارائه شفاهی |