The rapid integration of MTPE into contemporary translation workflows has transformed both professional practice and translator education. Relatively few studies have examined similarities and differences in how novice and experienced translators perceive post-editing (Carl & Buch-Kromann 2010; Moorkens et al. 2015; Nitzke 2019). Little attention has been paid to how translation expertise influences MTPE in specific language pairs (Stasimioti & Sosoni 2019), and no previous research has investigated this relationship in the English–Ukrainian context. Exploring the interaction between translation expertise and post-editing competence may contribute to a more precise understanding of the role of MTPE within contemporary language services and provide evidence-based guidance for designing curricula for evolving professional demands.
The study draws on data collected from two cohorts representing different stages of engagement with the translation profession: 51 MA-level translation students who had completed formal training in MTPE and 46 language industry practitioners working in translation and localization.
The questionnaire was designed to assess how the cohorts perceive the quality, cognitive demands, emotional impact, and professional implications of MTPE in comparison with human translation.
Contrary to common assumptions that MTPE is cognitively less demanding than translation from scratch, respondents did not consistently perceive MTPE as easier. The reported challenges were associated less with linguistic transfer itself and more with evaluating machine-generated output, identifying errors, deciding on the necessity of corrections, and adhering to Light PE and Full PE instructions. These difficulties appear to stem from respondents’ tendency to assess machine-translated output against quality standards and working practices developed through their experience with human translation. This suggests a potential conflict between post-editing specifications and established notions of what constitutes a high-quality translation.
Particularly noteworthy was the frequent selection of responses related to reconsidering the translator’s professional role and recognising the importance of human intervention in AI-assisted translation workflows.
Dr Oleksandr Bondarenko is an associate professor at Borys Grinchenko Kyiv Metropolitan University and the CEO of Translatel LLC, a translation and localisation company based in Ukraine. He is also a researcher, educator, and industry advocate specialising in translation technologies, machine translation, post-editing, localisation, and translation project management. Holding a PhD in Linguistics, with more than 25 years of experience spanning both the language services industry and translator education, he has developed extensive expertise in bridging academic training and professional practice. His work focuses on the integration of emerging language technologies into translation workflows and educational programmes, with particular emphasis on machine translation post-editing, localisation, quality assurance, and the development of industry-relevant competences for future translators and localisation specialists. Oleksandr is a member of the European Commission’s Language Industry Expert Group (LIND), where he contributes to initiatives aimed at strengthening translator employability, improving traineeship opportunities, and aligning translator education with market needs. He also serves as a member of the Globalization and Localization Association (GALA), the Consortium for Translation Education Research (CTER), the Ukrainian Translator Trainers’ Union, and the Ukrainian Association of Translators and Interpreters. Through his research, professional service, and industry leadership, Oleksandr promotes a forward-looking vision of translator and localiser training that combines technological innovation, quality-focused workflows, and close collaboration between academia and the language services sector, helping prepare future professionals for the rapidly evolving multilingual communication landscape.
Dr. Kateryna Bondarenko is a translation scholar, educator, and researcher with extensive experience in translator training, localisation, terminology management, and corpus linguistics. Holding a PhD in Linguistics, she combines academic expertise with active engagement in the language services industry, focusing on the integration of emerging technologies into translation education and professional practice. Her research interests include localisation, audiovisual translation, terminology and terminology management, corpus-based translation studies, Spanish language studies, and collaboration between higher education institutions and the language services industry. She has authored and co-authored numerous publications on localisation, machine translation post-editing, corpus technologies, translator competences, and translation pedagogy. Kateryna is a member of the Consortium for Translation Education Research (CTER), serves as an expert for the National Agency for Higher Education Quality Assurance of Ukraine. She actively contributes to curriculum development, programme accreditation, and initiatives aimed at aligning translator education with evolving industry requirements. Through her teaching, research, and professional engagement, Kateryna promotes innovative approaches to translator and localiser training, with particular emphasis on technology-enhanced workflows, terminology management, localisation practices, and the development of industry-relevant competences for future language professionals.
