Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
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3 Results and Discussion
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3.3 Advanced students (2nd year students at the end of their studies)
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3.3.6.3 Post-editors’ experiences with the task
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The challenges of PE
The challenges of PE

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At the end of the two-year training period, students were asked again to decide how much the following factors hindered their work: (a) difficulties with deciding whether the MT output is acceptable, (b) struggling to break away from the version offered by the MT, and (c) feeling demotivated because of menial work (see Appendix 8, question 17). The three options students could choose from were: “did not considerably hinder my work” (3), it hindered my work (2), it considerably hindered my work (1), and the hypothesised mean was 2 (it hindered my work). Once again, a series of one-sample t-tests was carried out to find out whether students’ responses were significantly different from the expected mean.

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Results for these three questions showed a very similar pattern to that in the first year. Observed mean values did not differ significantly from the expected mean for two questions (decision-making: M = 2.2, SD = 0.56, t(14) = 1.382, p = .189; struggle to break away: M = 2.2, SD = 0.68, t(14) = 1.146, p = .271), that is, for deciding whether the MT output is acceptable and for struggling to break away from the solution of the MT. The results indicate that students find these tasks challenging, but not extremely so.

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As in the first year, students’ responses revealed that the lack of creativity inherent in PE did not hinder their work at all. In statistical terms, there was a significant difference between (2) the hypothetical mean and the observed mean, M = 2.80, SD = 0.56, t(14) = 5.527, p < .001.
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