The progressive development of digital technologies is also reflected in the field of translation, where machine translation is playing an increasingly important role. Although the origins of such systems date back to the seventeenth century, their current dynamic evolution has considerably improved the quality and usability of generated translations. Despite significant progress, machine translation tools still require human intervention, most often in the form of post-editing, which highlights their function as instruments supporting the translator’s work. The aim of this article is to evaluate the quality of translations of school documents, regarded as examples of specialised texts, produced by three machine translation systems: DeepL, Google Translate and ChatGPT. The analysis makes it possible to determine their potential in the context of translation practice.
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