A study on the level of adoption and perception of effectiveness of cat tools by translation students and translation professionals at ULIS – VNU

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION THESIS

A STUDY ON THE LEVEL OF ADOPTION AND
PERCEPTION OF EFFECTIVENESS OF CAT TOOLS BY
TRANSLATION STUDENTS AND TRANSLATION
PROFESSIONALS AT ULIS - VNU

Supervisor: Nguyen Thi Dieu Thuy, M.A
Student: Nguyen Tran Thu Trang
Course: QH2017.F1.E22PDCLC

HA NOI – 2021


ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SƯ PHẠM TIẾNG ANH

KHÓA LUẬN TỐT NGHIỆP

NGHIÊN CỨU VỀ MỨC ĐỘ SỬ DỤNG VÀ QUAN ĐIỂM
CỦA BIÊN DỊCH VIÊN CHUYÊN NGHIỆP VÀ SINH VIÊN
CHUYÊN NGÀNH BIÊN DỊCH TẠI ĐẠI HỌC NGOẠI
NGỮ – ĐẠI HỌC QUỐC GIA HÀ NỘI VỀ HIỆU QUẢ SỬ
DỤNG CỦA CÁC CÔNG CỤ HỖ TRỢ DỊCH THUẬT CAT
TOOLS

Giáo viên hướng dẫn: Th.s Nguyễn Thị Diệu Thúy
Sinh viên: Nguyễn Trần Thu Trang
Khóa: QH2017.F1.E22PDCLC

HÀ NỘI– 2021


ACCEPTANCE
I hereby state that I, Nguyễn Trần Thu Trang, class: QH2017.F1.E22, being a candidate
for the degree of Bachelor of Arts accept the requirement of the University relating to the
retention and utilisation of Bachelor’s Graduation Paper deposited in the library

In terms of these conditions, I agree that the origin of my paper deposited in the library
should be available for the purpose of study and research, in accordance with the normal
conditions established by the librarian for the care, loan or reproduction of the paper.

Signature

Nguyen Tran Thu Trang
Hanoi, May 2nd, 2021


ACKNOWLEDGEMENTS
Throughout the writing of this thesis paper, I have received a great deal of
support and encouragement.
First and foremost, I would like to express my deepest gratitude to my
devoted supervisor, Ms. Nguyen Thi Dieu Thuy for her vital guidance and
assistance. Her expertise sharing has been invaluable to me and her insightful
feedback has encouraged me to sharpen my thinking and brought my work to a
higher level.

In addition, I would like to give thanks to the translation lecturers and
students from the University of Languages and International Studies (ULIS) for
their cooperation and support. Specifically, I would like to acknowledge the
contribution of 10 teachers and 40 students from the Division of Translators and
Interpreters Training, Faculty of English Language Teacher Education. Their active
participation in the questionnaires and interviews has greatly contributed to the
thesis paper.
Last but not least, I would like to send my deep appreciation to the
constructive feedback and unwavering emotional support from my best friends,
Nguyen Nhat Ha and Luong Anh Van. I would not have completed this thesis
without them.

i


ABSTRACT

As technology has considerably influenced every aspect of life, CAT tools
have played an essential role in translation. Almost all international translation
agencies require their translators to employ and master CAT tools. In the context of
Vietnam, introductory lessons on the use of some CAT tools namely Wordfast and
Trados have been integrated into the curriculum for translation students in some
foreign languages major universities. However, in Vietnam, the amount of research
on the use of CAT tools among translation students and teachers still remains
modest. Accordingly, this study was conducted to investigate the levels of adoption,
factors influencing the utilisation and perceptions of effectiveness of CAT tools by
ULIS - FELTE translation students and translation teachers who are also freelance
translators. Data was collected via two instruments, namely questionnaires and
semi-structured interviews. The results showed that when it came to the utilisation
of CAT tools, both teachers and students primarily employed Trados and Wordfast,

however, they did not use them frequently. Regarding factors influencing the
utilisation of CAT tools, it was discovered that the requirement of academic courses
at school exerted the strongest impact on the students while the effects of clients
and willingness to use CAT tools among teachers and students remained modest. In
terms of perceptions of effectiveness, the majority of participants acknowledged
some relative benefits offered by CAT tools, including speed, termbase control,
productivity, and teamwork. Although they found it not too hard to use CAT tools,
they reported some difficulties in troubleshooting the technical errors while using.
Additionally, despite their satisfaction with CAT tools’ functions, the unaffordable
cost of Trados prevented them from employing this tool often.

ii


TABLE OF CONTENTS
ACKNOWLEDGEMENT

i

ABSTRACT

ii

TABLE OF CONTENTS

iii

LIST OF TABLES AND GRAPHS

vi

CHAPTER 1: INTRODUCTION

1

1.1 Statement of research problem & rationale for the study

1

1.2 Research objectives and reseach questions

2

1.3 Significance of the study

2

1.4 Scope of the study

3

1.5 Design of the study

3

1.6 Organization

3

CHAPTER 2: LITERATURE REVIEW

5

2.1 Definition of translation

5

2.2 CAT tools

5

2.2.1 Definition

5

2.2.2 Principles of CAT tools

5

2.2.3 Some CAT tools

7

2.2.4 CAT tools training in universities

8

2.3 Attitudes

8

2.3.1 Definition

9

2.3.2 Some research on the attitudes of users to technology applications

9

iii


CHAPTER 3: METHODOLOGY

11

3.1 Participants and Sampling

11

3.1.1 Participants

11

3.1.2 Sampling

11
12

3.2 Data collection

3.2.1 Data collection instruments

12

3.2.2 Data collection procedures

14
15

3.3 Data analysis
3.3.1 Data analysis instruments

15

3.3.2 Data analysis procedure

15

CHAPTER 4: FINDINGS AND DISCUSSIONS

17

4.1 Findings

17

4.1.1 General information

17

4.1.2 Research question 1:

17

4.1.2.1 Types of CAT tools

17

4.1.2.2 Levels of adoption of CAT tools

18

4.1.2.3 Factors influencing the utilisation of CAT tools

20
29

4.1.3 Research question 2:
4.1.3.1 Relative advantages

29

4.1.3.2 Ease of use

35

4.1.3.3 Compatibility

39
43

4.2 Discussions

43

4.2.2 The utilisation of CAT tools
4.2.2.1 Types of CAT tools

43

4.2.2.2 The adoption of CAT tools

43

4.2.2.3 Factors influencing the utilisation of CAT tools

44

4.2.3 Perceptions of effectiveness of CAT tools

44
44

4.2.3.1 Relative advantages

iv


4.2.3.2 Ease of use

45

4.2.3.3 Compatibility

46

4.2.3.4 Solutions to some difficulties facing students

46

CHAPTER 5: CONCLUSION

48

5.1 Summary of the findings

48

5.2 Implications

49

5.3 Limitations and suggestions for further research

49

REFERENCES

51

APPENDIXES

54

Appendix 1: Questionnaires for teachers

54

Appendix 2: Questionnaires for students with work experience

57

Appendix 3: Questionnaires for students without work experience

61

Appendix 4: Interview questions for teachers

65

Appendix 5: Interview questions for students with work experience

66

Appendix 6: Interview questions for students without work experience

67

Appendix 7: Interview transcripts from interviews with teachers

68

Appendix 8: Interview transcripts from interviews with students

71

v


LIST OF TABLES AND GRAPHS
LIST OF TABLES

PAGE

Table 1

Types of CAT tools used by participants

17

Table 2

Descriptive analysis of data on the adoption of CAT
tools among students without work experience
Descriptive analysis of data on the adoption of CAT
tools among students with work experience.
Voluntariness in using CAT tools among students
without work experience (descriptive analysis)
Voluntariness in using CAT tools among students
without work experience (frequency)

Voluntariness in using CAT tools among students
with work experience (descriptive analysis)
Voluntariness in using CAT tools among students
with work experience (frequency)
Voluntariness in using CAT tools among translation
teacher (descriptive analysis)
Voluntariness in using CAT tools among translation
teacher (frequency)
Influence of teachers on students without work
experience (descriptive analysis)
Influence of teachers on students without work
experience (frequency)
Influence of teachers on students with work
experience (descriptive analysis)
Influence of teachers on students with work
experience (frequency)
Influence of clients on students with work experience
(descriptive analysis)
Influence of clients on students with work experience
(frequency)
Influence of clients on translation teachers
(descriptive analysis)

18

Table 3
Table 4.1
Table 4.2
Table 5.1
Table 5.2

Table 6.1
Table 6.2
Table 7.1
Table 7.2
Table 8.1
Table 8.2
Table 9.1
Table 9.2
Table 10.1

vi

19
20
21
22
22
22
23
24
24
25
25
26
26
27


Table 10.2

Influence of clients on translation teachers (frequency)

27

Table 11.1

Relative advantages perceived by students with work
experience (descriptive analysis)
Relative advantages perceived by students with work
experience (frequency)
Relative advantages perceived by students without
work experience (descriptive analysis)
Relative advantages perceived by students without
work experience (frequency)
Relative advantages perceived by teachers (descriptive
analysis)
Relative advantages perceived by teachers (frequency)

29

Ease of use perceived by students with work
experience (descriptive analysis)
Ease of use perceived by students with work
experience (frequency)
Ease of use perceived by students without work
experience (descriptive analysis)
Ease of use perceived by students without work
experience (frequency)
Ease of use perceived by teachers (descriptive
analysis)

Ease of use perceived by teachers (frequency)

35

Compatibility perceived by students with work
experience (descriptive analysis)
Compatibilty perceived by students with work
experience (frequency)
Compatibilty perceived by students without work
experience (descriptive analysis)
Compatibility perceived by students without work
experience (frequency)
Compatibility perceived by teachers (descriptive
analysis)

39

Table 11.2
Table 12.1
Table 12.2
Table 13.1
Table 13.2
Table 14.1
Table 14.2
Table 15.1
Table 15.2
Table 16.1
Table 16.2
Table 17.1
Table 17.2

Table 18.1
Table 18.2
Table 19.1

vii

30
32
32
33
34

35
36
37
37
38

39
40
41
41


Table 19.2

Compatibility perceived by teachers (frequency)

LIST OF GRAPHS
Graph 1

Graph 2
Graph 3

42
PAGE

Level of adoption of CAT tools among students
without work experience
Level of adoption of CAT tools among students with
work experience
Level of adoption of CAT tools among students with
work experience

viii

18
19
20


CHAPTER 1: INTRODUCTION
1. 1 Statement of research problem & rationale for the study
In the era of global integration and rapid growth of trade worldwide, a huge
increase in the demand for translation service has been observed for the last
decades. In spite of having more job opportunities, professional translators have to
deal with greater workload and deadlines (Mahfouz, 2018). Therefore, there has
been a high demand for tools assisting the translation process to help improve
productivity and save time. Using the power of computers to increase translation
speed while still maintaining translation quality has become a huge topic for many
researchers since the 1990s (Nguyen, 2014). In 1997’s report of PACTE (“Process

of the Acquisition of Translation Competence and Evaluation” research group) on
the competence model for translators, it included 6 components, one of which was
professional-instrumental competence meaning the use of dictionaries of all kinds,
electronic corpora, and IT applied to translation (Todorova, 2020). Then, in 2009,
EMT Expert Group worked out another competence model containing technological
as one of the six categories for assessment (Sanca, 2018). It can be seen that
technological requirements are always important, which means that the ability to
apply technology advances in translation is essential for all translators. Together
with the development of MT (Machine Translation) and CAT tools, the utilization
of these technological advances in translation has become a must.
As an active developing country, Vietnam has been fully aware of the need
to encourage the utilization of IT (Information Technology) to strengthen the
National Competitiveness by establishing the National Committee for IT
application. In fact, regarding the translation market, according to Common Sense
Advisory, in 2017, the revenue of translation in Vietnam reached 100 million
dollars at the growth rate of 30% with 800 translation companies registered.
However, this enormous number of domestic companies had to compete with ones
from other countries since they had better, standardized and consistent translation

1


system with 85% translators being able to use CAT tools (Phan, 2018). The
situation indicates the importance and the need to popularize CAT tools in Vietnam,
especially among translation students. Digging deeply into the current situation of
CAT utilization in Vietnam may help adopt measures to encourage CAT tools
among translators in Vietnam to improve their competitiveness. Nevertheless, CAT
tools and their utilization in Vietnam have not received proper attention. Although
lessons on how to use some CAT tools have been designed for translation students
in some foreign languages - major universities in Vietnam, the number of research

over translation students’ adoption and perceptions of CAT tools remains modest.
With her deep concerns about this situation and the desire to fill the gap in
the field, the researcher attempts to cast a closer look at translation students and
translation professionals to discover their utilization and their attitudes towards
CAT tools. These goals are hoped to be achieved through this research named “A
study on the level of adoption and perception of effectiveness of CAT tools by
translation students and translation professionals at ULIS - VNU”
1.2 Research objectives and research problems
The researcher is interested in investigating the level of adoption of CAT
tools, factors influencing the utilization and the perception of the effectiveness of
CAT tools among ULIS’s translation students and translation professionals.
In order to fulfill all of these above objectives, the study aims at answering
following research questions:
1. What is the level of adoption of CAT tools by translation students and
translation professionals in ULIS-VNU? What are the factors motivating their
utilization of CAT tools?
2. What perceptions of effectiveness do ULIS translation students and
translation professionals have of CAT tools?
1.3 Significance of the study
This study may be useful for translation students, translation trainers,
translation training institutions and those who are keen on this topic.

2


Firstly, this study is expected to serve as a source of reference when some
translation training institutions aim at integrating CAT tools into training
curriculum. This research may be of assistance for institutions which have already
given lessons on CAT tools and translation to enhance the effectiveness of CAT
tools training. Additionally, this study can provide some suggestions for translation

students with the habit of utilizing CAT tools.
Secondly, the findings of this research can also be a primary resource for
further research and investigation into this topic in the future to discover more about
methods of CAT tools training, the impacts of CAT tools on students’ skills and
ways to improve the effectiveness of CAT tools.
1.4 Scope of the study
Regarding this study, the researcher focused on the adoption and the
perception of effectiveness of CAT tools among FELTE’s translation students and
translation professionals. Participants of the study are 10 translation teachers and 40
QH2017 senior students majoring in translation and interpreting from the Faculty of
English Language Teacher Education (FELTE).
1.5 Design of the study
The study was conducted in both quantitative and qualitative methods. The
research process was divided into two main phases:
Phase 1 was carried out to find out the answer for the first research questions
about the translation students and professionals’ adoption of CAT tools in their
translation projects and factors influencing their utilization of CAT tools. In this
phase, a group of translation students and professionals in ULIS-VNU were given
questionnaires on the adoption of CAT tools. Responses were then collected and
analysed. The quantitative method was employed in this phase.
Phase 2 was conducted to deal with the second research question about the
participants’ perceptions on effectiveness levels of CAT tools. In this phase, both
quantitative and qualitative methods were utilized as both survey and interview
were used.
1.6 Organization

3


The following chapters are included in this research paper correspondingly:

Chapter 2: Literature - provide the key terms’ definition and the review of related
studies.
Chapter 3: Methodology - describes the application of a specific process to collect
and analyse data.
Chapter 4: Findings and Discussion - presents and discusses the findings
Chapter 5: Conclusion - summarizes the findings, implications, and limitations of
the study and recommendations for further studies,
Following these chapters are References and Appendixes

4


CHAPTER 2: LITERATURE REVIEW
2.1 Definition of Translation
According to Newmark (1988), translation “is rendering the meaning of a
text into another language in the way that the author intended the text.” It can be
implied that what matters in translation is the delivery of the message of the source
language.
2.2 CAT tools
2.2.1 Definition
Bowker and Fisher (2010) defined CAT tools (Computer-aided/assisted
Translation) as “the use of computer software to assist a human translator in the
translation process. The term applies to translation that remains primarily the
responsibility of a person, but involves software that can facilitate certain aspects of
it.”
This definition emphasizes the principal role of human translators and the
supporting role of computer softwares.
According to Nguyen (2014), currently, the most popular CAT tools with
translators in Vietnam are Wordfast and Trados. Moreover, these two computer
applications have also been integrated in the academic curriculum for translation

students of English - Vietnamese language pair at University of Languages and
International Studies, Vietnam National University (ULIS - VNU). Therefore, this
research will focus on the adoption of these two tools among ULIS’s translation
students and translation professionals.
2.2.2 Principles of CAT tools
2.2.2.1 Terms
Nguyen Ninh Bac (2016) synthesized some definitions of the main
components of CAT tools as following:
a. Project
Project is a group of translation files which share the same language pair and
under the same topic.

5


b. Segmentation
One of the basic steps in a translation process for a CAT tool software is
segmentation, in which the original text is divided into small segments for
translation and comparison. Segments are usually a sentence or a phrase.
Segmentation helps avoid text missing and text reforming.
c. Translation Memory (TM)
Translation memory is a group of translated segments under the form of
sentence pairs or phrase pairs including a source text and a target text.
Translation memory helps avoid retranslating any previously translated
segments, maintain the consistency of terms and construct databases.
2.2.2.2 Working Principles
Zafra (2006) described the way CAT (computer-aided translation) tools work
as following:
“...CAT tools use both translation memory and terminology management
functions, which provide translators with exact equivalences of the text in the

source language or equivalences containing partly similar text. The
equivalences suggested by CAT tools occur at a term level (through
terminology management functions) or at a longer segment of text level, such
as a sentence or a paragraph (through translation memory functions). Those
functions, along with other ones usually included in CAT tools (e. g.
document alignment, word count, file format filtering, project management)
have been designed to help translators during the core activities in their
work, i. e. translation production, and storing and retrieving terminological
information.”
In terms of general working principle of CAT tools, the texts are segmented
into smaller units such as sentences so that translators can give the translated
versions next to the source ones. The pair of source text and target text will be
recorded in the translation memory. After that, the translation memory will look for
new similar terms, if a match is detected, the corresponding translation will be

6


recommended for reuse. As a result, translators can save a lot of time and the
translation products can be more consistent.
Therefore, regarding functions of CAT tools, Bruns (2008) concluded 4 basic
functions: text segmentation, formation of translation units, utilization of translation
memory and the usage of termbases.
2.2.3 Some CAT tools
Nguyen (2014) brought some general introduction about the two most
popular CAT tools in Vietnam: Wordfast Professional and Trados.
2.2.3.1 Wordfast Professional
Wordfast Professional (WF for short) is a popular CAT tool with more than
20000 professional translators as users. The website of this software’s company
iswww.wordfast.com.

Wordfast can bring some remarkable benefits which are the large number of
functions, the ability to work with a variety of formats, reasonable price, light CPU
usage, quick installation and user-friendliness.
Wordfast Professional has two versions which are Wordfast Classic and
Wordfast Pro (WFP). While Wordfast Classic works with Word files more speedily
and more conveniently due to its small size, Wordfast Pro (WFP) can work with
more types of formats, operate indepently and include a professional interface. As a
result, Wordfast Pro is chosen to be included in the curriculum for translation
students in ULIS - VNU.
2.2.3.2 Trados
Trados is the CAT tool with the most users in the world. The most
outstanding feature of Trados is that this software can support all formats of
documents including .pdf, .html, and .xls. Other functions of Trados are computerassisted translation, terminology bank storage and management, TM creation from
translated texts and personal terminology bank creation. However, one big
shortcoming of Trados is its expensiveness, high CPU usage which slows down the
computer and complicated interfaces which are not user-friendly.

7


Besides Wordfast Professional, Trados is also integrated into the curriculum
for training translation students of ULIS - VNU.
2.2.4 CAT tools training in universities
2.2.4.1 The situation around the world
According to Granell’s research in 2006, only about 58 per 391 participants
report being equipped with information technology skills on campus and even 152
people are not used to the CAT tools. In 2005, in America, only half of the number
of universities used CAT tools in their activities.
Among all the translators in the UK, only 9.8 percent of them use technology
to create translation, according to the survey conducted by Zafra (2006)

In Arab, despite learning in the foreign language environment, translation
students are reported as having never been introduced to CAT tools except for some
popular translation websites. (Alotaibi, 2014)
In 2015, Sarah Henter conducted a survey in the Europe and found out that
only 39% of the number of participants stated that they were taught how to use CAT
tools while they studied in the university
From the West to the East, it can be seen that CAT tools have not received
the attention they deserve. Many professionals are not used to utilizing CAT tools
when translating and many students are not trained on using CAT tools.
2.2.4.2 The situation in Vietnam
Currently, in Vietnam, CAT tools training has been carried out in some
foreign languages - major universities. In the Universities of Languages and
International Studies, Vietnam National Studies (ULIS_VNU), senior students are
taught how to use some CAT tools such as SDL Trados and Wordfast (Nguyen,
2014). Other universities, namely Hanoi University and College of Foreign
Languages, Hue University (Phan, 2016) also integrate CAT tools to their curriculm
However, further information on the adoption of translation professionals
and translation students around the country still remain insufficient. As a result,
there exists the need for further research on this issue.
2.3 Attitude

8


2.3.1 Definition
According to Eagly and Chaiken (1993) in their book “The Psychology of
Attitude”, attitudes can be defined as “psychological tendency that is expressed by
evaluating a particular entity with some degree of favor or disfavor”.
In this study, the attitudes of translation students and professionals will be
determined by studying the perceptions of effectiveness that the translation students

and professionals have of CAT tools. Their perceptions of effectiveness can be
based on three categories from the study “Development of an Instrument to
Measure the Perceptions of Adopting an Information Technology Innovation”
conducted by Moore and Benbasat in 1991. The three categories are:
a.Benefits: the degree to which the use of the PWS (Personal workstation) is
a benefit in one's job.
b.Compatibility: the degree to which use of the PWS is compatible with, or
requires change, in one's job.
c. Ease of Use: the degree to which the PWS is easy to learn and use.
2.3.2 Some research on the attitudes of users to technology applications
2.3.2.1 Translators
In his thesis in 2006, Zafra discovered the attitudes of freelance translators
towards ICT (Information and Communication Technology. It is reported that using
ICT in work brings both advantages and disadvantages to them. Many of them use
ICT to negotiate with clients and search for information. They also state that they
found ICT time-saving and of high quality.
Le Blanc (2013) also conducted research on the advantages and
shortcomings of CAT tools perceived by Canadian professional translators. The
researcher found out that the majority of participants agree on the benefits of CAT
tools which are translation consistency enhancement and repetitive work reduction.
However, they expressed their dissatisfaction of the designs and concepts of CAT
tools.

9


Another research was carried out in Arab by Alanazi (2019). In the research,
three factors were mentioned as the three challenges hindering the use of CAT
tools: segmentation, punctuation, and spelling. However they still strongly support
CAT tools.

It can be indicated from the three researches that translation professionals are
satisfied with the functions and benefits of CAT tools.
2.3.2.1 Students
Vargas–Sierra (2019) found out that translation students rank the usability of
Trados, a CAT tool, within average scale while learnability is below the average
scale and the attribute effect is the only category that was above the average scale.
Nevertheless, CAT tools may have some shortcomings as Thawabteh (2013)
suggests that when first introduced to CAT tools, students may find CAT tools too
complicated and even frustrating.
It seems that there is not much research on translation students' attitudes
towards CAT tools. The reason may lie in the fact that the integration of CAT tools
training in universities is not popular now in the world. Vietnam is not an exception.
As a result, it is necessary to study the adoption and the attitudes of translation
students and professionals toward CAT tools in Vietnam.

10


CHAPTER 3: METHODOLOGY
In this chapter, the researcher provides descriptions and justifications about
the setting, research design, participants, data collection instruments, data analysis
method, data collection and analysis procedures.
3.1 Participants and Sampling
3.1.1 Participants
The study was conducted at the University of Languages and International
Studies, Vietnam National University, Hanoi (ULIS - VNU). The researcher aimed
at QH2017 translation students (the fourth-year students) and translation teachers of
ULIS.
At ULIS, QH2017 translation students from the Faculty of English Language
Teacher Education (FELTE) had the opportunity to work with CAT tools, namely

Wordfast and Trados Studio in the seventh semester through the course
“Professionalism for Translators and Interpreters”. In this course, students were
instructed and tested on their utilization of some basic features of Wordfast and
Trados Studio such as translation memory or alignment to assist their translation
projects in both English - Vietnamese and Vietnam - English language pairs.
In addition, at ULIS, translation teachers generally and translation teachers
from FELTE particularly also work as freelance translators. That they both have
hands-on experience with CAT tools as translators and work directly with
translation students means that they can give an enormous contribution to the topic
as translation professionals as well as share with their students the most helpful
advice on the employment of CAT tools.
3.1.2 Sampling
In order to select participants for the quantitative approach, the researcher
utilized convenience sampling. Convenience sampling, a non-probability sampling
method, involves the participants who are the most accessible to the researcher.
“This is an easy and inexpensive way to gather initial data” (Mccombes, 2020). The
researcher aimed at choosing 50 participants, 10 of whom are translation

11


professionals who are also translation teachers at FELTE, ULIS - VNU. The other
40 participants are FELTE’s QH2017 translation students from ULIS.
In terms of qualitative method, the researcher employed purposive sampling, in
which participants were chosen based on the researcher’s judgement of whether
they met some criteria and were willing to spend time and share their opinions on
CAT tools in the interview. In this phase, 8 students and 2 professionals were
selected and invited to participate in the interview.
3.2 Data collection
3.2.1 Data collection instrument

3.2.1.1 Questionnaires
According to Brown (2001), “questionnaires are any written instruments that
present respondents with a series of questions and statements to which they are to
react either by writing out their answers or selecting from among existent answers”,
which can also be understood that questionnaires help collect data from participants
in a non-evaluative manner (Dornyei, 2007). In addition, questionnaires are also
considered the only practical approach to cope with a large number of participants.
As a result, questionnaires were employed to help the researcher gain the general
knowledge about the participants.
The questionnaires utilized in this study were mostly based on the instrument
developed by Moore and Benbasat (1991) to explore the attitudes of users to new
technology. However, to serve the purpose of the study, the researcher decided to
utilize some criteria in the modified version created by Zafra (2006) and Mahfouz
(2018) since the researcher shared the same concern with these authors.
Specifically, the first part, “General information and the adoption of CAT tools''
was collected from both versions of Mahfouz (2018) and Zafra (2006), and the
second part, “Factors motivating the utilization of CAT tools” was based on the
criteria of Image and Voluntariness of Zafra’s. The final part investigating the
perceptions of CAT tools was rooted from the criteria Ease of use, Compatibility
and Relative Advantages of Mafouz’s version. Besides, some important
modifications were also made by the researcher. Three versions of questionnaires

12


were developed from the original one to suit different types of participants:
teachers, students with work experience and students without work experience.
Nevertheless, the three versions still shared the same structures and main sections.
The differences lied on the items related to participants’ status (working or
studying).

Teachers
✔ Years

General
Information
and the
Adoption of

of

experience

(3-4 items)

the
utilization of

workexperience

✔ Years

of

✔ Computer

skills

skills

CAT tools

CAT

utilized

utilized
of

✔ Computer
skills
✔ Name of CAT
tools utilized

✔ Name

of
tools

✔ Level

✔ Level

of

adoption

of

adoption

adoption

✔ Voluntarines

✔ Voluntarines

s

influencing

work experience

✔ Computer

✔ Level

Factors

Students without

experience

✔ Name of

CAT tools

Students with

s

✔ Requirement

✔ Requirement

(Clients)

(Clients)

✔ Relative

✔ Relative

✔ Voluntariness
✔ Requirement
(Teachers)

CAT tools
(5-8 items)
Levels

of

Effectiveness
(15 items)

advantages

advantages

✔ Relative
advantages

✔ Ease of Use

✔ Ease of Use

✔ Ease of Use

✔ Compatibilit

✔ Compatibilit

✔ Compatibility

y

y

Structures of the Questionnaires

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For each item relating to the factors motivating the adoption of CAT tools
and the perceptions of CAT tools, there are 5 possible responses for selection based
on the most commonly used scale for attitudinal research (Mahfouz, 2018), the 5point Likert scale, in which 1 is labeled Strongly Disagree and 5 is labeled Strongly
Agree.
3.2.1.2 Interviews
The second part of the data collection process was the interview with the two

teachers and eight students selected after the questionnaires. In this interview, the
students had the opportunity to reflect on their utilization and perceptions of CAT
tools, namely Trados Studio and Wordfast. They were asked to voice their opinions
on the advantages and disadvantages of CAT tools. Besides, the teachers were
asked to reflect on their utilization of CAT tools and shared some advice to help
students solve their problems while using these kinds of softwares. The in-depth
interviews were undertaken in order to make sure that the third question is
thoroughly answered.
3.2.2 Data collection procedure
After obtaining the participants’ agreement to take part in the study, the data
collection procedure followed these steps. First, the questionnaires created by
Google Form were delivered to participants through emails due to the situation of
social distancing, in which the researcher was not able to meet the participants in
person. Before asking the participants to fill in the form, instructions were given to
avoid any possible misunderstanding. After receiving all the responses from the
participants, the data was divided into three groups: professionals (teachers),
students with work experience and students without work experience. The final step
was filtering the data and importing them into the Excel for analysis.
After initial analysis of data from questionnaires, the researcher contacted the
specific participants via email to ask them for an interview. Before the interview,
the interviewees had chances to reflect on their questionnaire responses and then
they were given some instructions to avoid misunderstandings. After that, they
started to answer the semi-structured sets of questions from the researcher.

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