Students’ Perceptions of Generative AI Use and Academic Integrity in Translation Learning
Abstract
The increasing availability of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, DeepL, and Google Gemini, has transformed the way students approach translation tasks in higher education. While these technologies offer substantial support in terms of efficiency, language assistance, and accessibility, their use has also raised concerns regarding academic integrity and ethical learning practices. This study aims to explore students' perceptions of Generative AI use and academic integrity in translation classes. Employing a descriptive quantitative design, data were collected through a questionnaire administered to undergraduate students enrolled in a Translation course at an Indonesian university. The questionnaire examined four dimensions: perceived usefulness, perceived challenges, academic integrity, and responsible use of Generative AI. Descriptive statistical analysis was used to identify students' perceptions and experiences. The findings indicate that students generally view Generative AI as a beneficial tool that enhances translation efficiency, supports vocabulary acquisition, and assists in understanding complex texts. However, students also acknowledge potential risks, including overreliance on AI-generated outputs, reduced critical thinking, and ethical concerns related to plagiarism and uncritical submission of AI-assisted work. Furthermore, the results reveal that most students recognize the importance of revising AI-generated translations and maintaining academic integrity through responsible and transparent use of these technologies. The study highlights the need for educators to provide clear guidelines on ethical AI use and to foster students' critical evaluation skills in AI-assisted translation practices. These findings contribute to the growing discussion on the integration of Generative AI in translation education and its implications for academic integrity.
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