This study examines how undergraduate students in Taiwan engaged in a collaborative project in an introductory translation course. The task required them to collect, translate, revise, and format institutional content from multiple sources into a cohesive bilingual (Chinese–English) program specification. Drawing on qualitative analysis of group reflection logs, final drafts, and individual reflective essays, the study explores how students developed genre awareness and translation decision-making competencies over six weeks. Findings show that students’ genre awareness progressed from content focus through scaffolded adoption of conventions toward purposeful document design. Their translation decision-making evolved from lexical problem-solving through consultation of multiple sources to metacognitive quality assessment. Students also engaged with Artificial Intelligence (AI) tools through varied initial approaches, expanding to diverse applications and developing awareness of AI output limitations. The chronological development patterns observed across all competency areas demonstrate how professional skills emerge through sustained engagement with authentic challenges. The study underscores the value of integrating project-based, collaborative translation tasks into translator education, supporting pedagogical approaches that allow multiple competencies to develop simultaneously through hands-on practice with institutional genres and emerging technologies.
【中文摘要】
本研究探討臺灣大學生在入門翻譯課程中執行協作翻譯專案的歷程。該專案要求學生從校系網頁蒐集資料，進行翻譯、修訂與格式編排，以整合為一份連貫的中英雙語系課程說明文件。研究採取質性分析方法，資料來源包括小組反思週誌、專案成品與個人反思文章，旨在分析學生如何在六週專案期間發展體裁意識與翻譯決策能力。研究發現，在體裁意識方面，學生一開始只專注於內容，但在教學鷹架的支持下習得體裁慣例，最終能夠進行具目的性的文件設計。在翻譯決策方面，學生從詞彙層次的問題解決，發展為參照多元資源，進而具備後設認知的品質評估能力。在人工智慧（Artificial Intelligence, AI）工具使用上，學生初期採用不同方法，隨後擴展應用範圍，並發展出對AI產出侷限的認識。從各項能力的時間發展模式可見，專業技能是透過較長時間參與真實任務而培養出來的。本研究凸顯將專案導向的協作翻譯任務融入翻譯教學的價值，有助於學生在機構翻譯和新興技術的實作中同時培養各項專業能力。
