Students’ emotional experiences in learning translation memory systems: A narrative-based study

In recent years, a growing number of translation programs have introduced technology module into their curriculum. Yet students’ reflections on interaction with technologies remain largely under-researched. This exploratory study examines initial emotional experience in learning and using memory (TM) systems after three weeks direct exposure. Seventy-five postgraduate students completed an emotional-narrative task which they were invited to write either “love letter” or “breakup (out own choice) one the TM had experimented. As reflected letters” (n = 39) 36), both positive negative emotions when different systems. A thematic analysis shows that student translators expected software tools be learnable, productive, user-friendly. Based patterns expectations TMs, we present discussion through discovery reflection. The activity this case was applied as pedagogical tool engage technology, its usage, experience. It further allowed teacher understand perspectives.