Beyond Trust: How Digital Literacy and ICT Self-Efficacy Shape Student Post-Editing Competence

Abstract

Machine translation (MT) and post-editing (PE) are integral to modern translation practices, making PE competence crucial for student translators. While digital literacy is recognized as critical, its specific impact on PE competence and the mediating roles of ICT self-efficacy and technology trust require further investigation. This study aimed to examine the direct effects of digital literacy on the PE competence of college students and to investigate the potential chain mediating roles of ICT self-efficacy and technology trust within this relationship using a structural model. Data were collected from 446 seniors majoring in English-related disciplines across seven Chinese universities. Results confirmed that digital literacy significantly enhanced both ICT self-efficacy (β = 0.705, p < 0.001) and PE competence (β = 0.292, p = 0.010), while ICT self-efficacy positively influenced PE competence (β = 0.274, p = 0.010). However, neither digital literacy nor ICT self-efficacy significantly affected technology trust, and technology trust did not significantly impact PE competence. Additionally, the hypothesized chain mediation effect of ICT self-efficacy and technology trust on the relationship between digital literacy and PE competence was not supported, although a significant total indirect effect existed. This research advances understanding of the psychological factors influencing PE competence development and provides actionable insights for educational institutions aiming to prepare students for the evolving demands of the translation industry.

Keywords: Post-editing competence, digital literacy, ICT self-efficacy, Technology trust, college students, Machine translation