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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3.5 Changes between the beginning and the end of the training period
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3.5.6 Changes in students’ perception of the translation and post-editing process – the follow-up questionnaire
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3.5.6.3 Changes in post-editors’ experiences

3.5.6.3 Changes in post-editors’ experiences

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Paired samples t-tests were carried out to examine whether post-editors’ specific experiences changed between the two data collection waves. As can be seen from Table 36, no significant changes can be observed between the beginning and the end of the training program. The largest difference between first- and second-year figures can be observed in the typing-related question, that is, students in their second year seem to appreciate the assistance with typing slightly more than in the first year. The table also shows that terminology is seen as a factor where MT is less helpful, and that demotivation, a phenomenon often mentioned in relation to post-editing, is not an issue for students.
 

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Table 36 Differences Between Post-Editors’ Experiences in the First and the Second Year (n = 11). Results of the Paired Samples T-Tests
 
First year
Second year
 
 
 
M
SD
M
SD
t-test
p
PE easier
2.18
0.75
2.27
0.79
–0.559
.588
PE faster
2.55
0.69
2.73
0.47
–0.803
.441
PE helps with terminology
1.36
0.50
1.55
0.69
–1.000
.341
PE offers starting point
2.27
0.47
2.55
0.53
–1.399
.192
PE helps with typing
1.91
0.83
2.46
0.52
–1.747
.111
difficulty deciding whether MT correct
2.09
0.70
2.18
0.60
.0.559
.588
difficulty break away
1.82
0.75
2.09
0.70
–0.986
.391
feeling demotivated
2.73
0.47
2.73
0.65
0
1.0
Note. M = mean, SD = standard deviation. (Higher mean scores express more positive attitudes towards PE. Maximum value = 3.)
 
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