Teaching CAT Tools through Project-Based Learning in Challenging Contexts

Al Dammad, Abdul Aziz (2026) Teaching CAT Tools through Project-Based Learning in Challenging Contexts. Doctoral thesis, University of East Anglia.

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Abstract

As the translation profession increasingly relies on computer-assisted translation (CAT) tools, many Western universities have, for years, integrated these technologies into translator education. However, in other regions – particularly in resource-constrained or conflict-affected environments such as Syria – infrastructural and financial challenges frequently impede similar uptake. These persistent challenges highlight the importance of adaptable teaching strategies in translation programmes more broadly (Kiraly and Hofmann, 2019). This study examines whether Project-Based Learning (PjBL) can enhance CAT-tool instruction in such settings, focusing primarily on Syria but offering broader insights applicable to translation programmes worldwide.

Building on Kiraly’s (2014) social constructivist framework for translator training, Bandura’s (1997) self-efficacy theory, and Kolb’s (2014) experiential learning model, this research explores how PjBL can develop both technical competence and professional resilience when institutional infrastructure is fragile. Kiraly (2014) positions learning as a process in which “knowledge is constructed by learners, rather than being simply transmitted to them by their teachers” (p. 1), and as a “collaborative… and quintessentially social activity” (p. 18). In Kolb’s terms, learning is “the process whereby knowledge is created through the transformation of experience” (Kolb, 2014, p. 51), which is particularly pertinent in contexts where learners must convert disrupted, imperfect practice opportunities into workable competence. In Kiraly’s terms, this is also tied to “empowerment”, understood as gaining “the authority to make professional decisions” and “assuming responsibility for one’s actions” (Kiraly, 2014, p. 1). A qualitative-led mixed-methods design was adopted with 22 translation trainees from Syria, identified through purposive sampling for their interest in learning CAT tools. They varied in age, prior experience, and employment status (current learner or practising translator), and were recruited online using local networks. The participants completed an eight-hour online PjBL training programme, structured around authentic translation tasks but complicated by intermittent internet access and infrastructural deficiencies – typical of conflict-affected contexts. Data were obtained through pre-study questionnaires and post-study semi-structured interviews, acknowledging difficulties such as unstable internet access and intermittent power supply.

The findings suggest uneven but often meaningful reported improvements in participants’ competence and self-efficacy in using CAT tools. Many participants described substantial gains in perceived competence and confidence following the intervention. Crucially, learners also developed collaborative and problem-solving abilities by tackling authentic (real-world) or near-authentic (professionally simulated) translation tasks. They exhibited strong metacognitive skills, indicating that limited resources can foster creative solutions to software-related obstacles. While many approaches to CAT tools teaching presume steady technological support, this study suggests that the limitations of conflict-affected settings can prompt stronger problem-solving, adaptability, and collaborative learning skills. These findings support Li’s (2023) view that contextual, technology-focused projects sustain learner engagement, while also reflecting Rothwell et al.’s (2023) emphasis on authentic tasks for mastering CAT tools. Participants also showed signs of a more developed professional outlook towards technology-mediated translation work. Their accounts further suggest that perceived usefulness and ease of use shaped how they approached CAT tools, which is consistent with Davis’s (1989) Technology Acceptance Model (TAM). Their experiences reinforced Bandura’s (1997) argument that confronting genuine difficulties – such as technical interruptions and sporadic connectivity – can support self-efficacy.

Nonetheless, the study highlights inherent challenges when applying project-based CAT instruction. Some participants struggled with limited peer collaboration, while others did not have enough time or motivation to consult available tutorials and online resources. Fernández-Parra’s (2021) account, by contrast, assumes a workflow in which translators “receive all additional documentation and reference material with it” (p. 116), which highlights the extent to which structured support is built into that institutional setting. In the present study, where such support could not be assumed, the findings underline the need for structured yet adaptable guidance, especially where direct instructor support is scarce. This aligns with Kiraly’s argument that tutors should “provide substantial support… early” and then “gradually relinquish control… to the students themselves” (Kiraly, 2014, p. 68), rather than assuming autonomy will emerge automatically. It also confirms that balancing learner autonomy with methodical scaffolding can sustain motivation and ensure effective knowledge transfer. Such findings resonate with Kiraly’s (2014) emphasis on authentic, collaborative translation practice grounded in “a real translation job… a strict deadline… [and] specific quality demands” (Kiraly, 2014, p. 60) while recognising that certain students benefit from targeted instruction on core technical features prior to engaging in project work. This point is explicit in Kiraly’s caution that students may need familiarity with key aspects of competence before sustained practice (Kiraly, 2014). In disrupted settings, the aim is often not a single ‘perfect’ solution but a workable one; Kiraly makes this logic clear when he notes that there are “no ‘right’ answers, only more or less viable ones” (Kiraly, 2014, p. 71).

This research offers tangible recommendations for curriculum planning in resource-limited settings. By viewing Syria’s challenges as illustrative, the study suggests that PjBL can facilitate meaningful, hands-on learning and enduring professional skills even in adverse circumstances. Instructors may consider designing modules that incorporate realistic projects, encourage team-based problem-solving, and provide well-timed tutorials on critical software functions. Through these methods, translation trainees can develop not only the technical capabilities demanded by the translation industry, but also the adaptability, cooperation, and resilience integral to an evolving professional landscape.

Overall, the study demonstrates that PjBL can support stronger reported CAT-tool engagement and a more developed professional outlook in such contexts. Although the reported experiences are grounded in Syria, the wider pedagogical insights speak directly to global discussions on technology-driven translator education. By recognising and channelling resource constraints as drivers of innovation, translation programmes worldwide can equip translation trainees with the competencies required to excel amid the rapidly changing demands of modern translation practice.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Arts and Humanities > School of Media, Language and Communication Studies
Depositing User:	Chris White
Date Deposited:	22 Jul 2026 08:48
Last Modified:	22 Jul 2026 08:48
URI:	https://ueaeprints.uea.ac.uk/id/eprint/103940
DOI:

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