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En aquest article descrivim un instrument de diagnòstic per avaluar la pràctica de la post-edició. Tot i que hi ha exemples d'aquests instruments a l'abast, rara vegada es fan servir els estudis empírics com a base per a avaluar-lo. Esperem que la nostra eina pugui ajudar a seleccionar professionals de la traducció o alumnat de traducció adequats per a projectes de post-edició amb la detecció dels coneixements, les competències o les actituds importants per fer aquesta feina i que fins ara  faltaven en el comportament dels aspirants a fer-la. In the present article, we provide an outline of a diagnostic tool for testing post-editing performance. The tool is hoped to facilitate the identification of suitable translators/translation students for post-editing projects by flagging knowledge, skills or attitudes relevant to post-editing that is/are found to be lacking in candidates' post-editing behaviour. En el presente artículo perfilamos una herramienta de diagnóstico para evaluar la práctica de la posedición. No es habitual que se utilicen estudios empíricos como base para su evaluación, a pesar de disponer de ejemplos de tales instrumentos. Esperamos que nuestra herramienta ayude a seleccionar profesionales de la traducción o alumnado de traducción adecuado para proyectos de posedición con la detección de conocimientos, competencias o  actitudes importantes para este trabajo que no se encontraban hasta ahora en el comportamiento de los aspirantes a desempeñarlo.

The present study examines how proficiency in the second language (L2) affects language learners’ ability to post-edit texts that are machine-translated from the learners’ native language (L1) to L2. More specifically, the study investigates how L2 proficiency level affects the degree to which Korean learners of English can discern the accuracy of L1-to-L2 machine-translated (MT) text and whether it affects the level of errors (word, phrase, clause, sentence) that are corrected in the post-editing process. Fifty-nine Korean university students’ proficiency was measured using a cloze test and a writing test. They were then given a source text (Korean) and a machine-translated text (English) and were asked to detect and correct as many errors as they can. The overall results of the study showed that L2 proficiency does have a significant effect on how language learners post-edit machine-translated output. With increasing proficiency, the number of corrections increased especially above the word-level, and significant group differences could be found in post-editing patterns of the MT text. The findings have important pedagogical implications for integrating MT activities in L2 classrooms with learners of different proficiency levels.

This study aimed to investigate the impact of post-editing with machine translation (MT) in reading classes on students’ performance and perspectives across different English proficiency levels. Eighty-one students participated in the study and they were divided into two groups: 39students in the lower proficiency group and 42 students in the higher proficiency group. The research addressed two main questions: firstly, it explored how MT usage affects learners with varying English proficiency levels; secondly, it examined whether learners’ perspectives on MT use in reading classes differ based on their proficiency. Both quantitative and qualitative analyses were conducted using exam scores and questionnaire data. To address the first research question, pre- and post-reading test scores were analyzed. The findings revealed a substantial enhancement in reading comprehension for both groups. Moreover, there was a significant difference between the two groups. Regarding the second research question, a pre- and post-questionnaire was conducted. Both low and high proficiency groups acknowledged numerous advantages associated with MT use, with the low proficiency group exhibiting improvements across all aspects evaluated. Convenience and reduced burdens received the highest scores in both groups, positively influencing their active class participation. The research emphasized the advantages of incorporating machine translators into English reading classes, shedding light on positive outcomes for L2 reading.