Michał Kornacki is Assistant Professor at the Institute of English Studies at the University of Łódź, Poland.Paulina Pietrzak is Associate Professor at the Institute of English Studies at the University of Łódź, Poland.

• ContentsList of FiguresList of TablesIntroductionChapter 1: (R)evolution of translation technology1.1. History and evolution of translation tools1.1.1. Machine translation1.1.2. Computer-assisted translation (CAT) tools1.1.3. Translation management systems1.1.4. Writing assistants and checking tools1.1.5. Generative artificial intelligence in translation1.2. The current state of translation technology1.3. Stages of AI developmentChapter 2: Translator-AI interaction2.1. Augmented translation2.2. Hybrid workflows in translation2.3. The impact of technology on translator profession: new avenues and new anxieties2.4. Ethical considerations in AI-assisted language service provisionChapter 3: Translators as AI-assisted language specialists3.1. Translators’ new roles and status3.2. Future translator expertise: what is missing?3.3. Technical skills for hybrid workflows3.4. From anxiety to digital resilience3.5. Personal resources and metacognitive capacity3.6. The translator’s self-concept in AI interactionsChapter 4: Attitudes towards AI in translation: an academic exploration4.1. Research design4.2. Limitations of the study4.3. Data analysis4.3.1. Findings on the use of AI technologies in translation4.3.2. Perspectives on GenAI integration in translator education4.3.3. Risks associated with using GenAI tools in translator training4.4. Summary of the findings: challenges and lessons learnedChapter 5. Implications for translator training5.1. To teach or not to teach?5.2. What’s in it for translation students?5.3. Suggested ways of introducing AI-assisted translation practice5.3.1. Exercises in AI-assisted translation5.3.2. AI tools for terminology management5.3.3. AI-assisted quality assessment5.3.4. AI-generated feedback5.3.5. Ethical code of conduct in AI use5.4. Fostering personal resources in translator training5.4.1. Self-reflection: what am I missing?5.4.2. Self-efficacy: building digital resilience5.4.3. Self-concept: reducing technological anxietyChapter 6: Final reflectionsAppendixIndex

Michał Kornacki is Assistant Professor at the Institute of English Studies at the University of Łódź, Poland.Paulina Pietrzak is Associate Professor at the Institute of English Studies at the University of Łódź, Poland.

• ContentsList of FiguresList of TablesIntroductionChapter 1: (R)evolution of translation technology1.1. History and evolution of translation tools1.1.1. Machine translation1.1.2. Computer-assisted translation (CAT) tools1.1.3. Translation management systems1.1.4. Writing assistants and checking tools1.1.5. Generative artificial intelligence in translation1.2. The current state of translation technology1.3. Stages of AI developmentChapter 2: Translator-AI interaction2.1. Augmented translation2.2. Hybrid workflows in translation2.3. The impact of technology on translator profession: new avenues and new anxieties2.4. Ethical considerations in AI-assisted language service provisionChapter 3: Translators as AI-assisted language specialists3.1. Translators’ new roles and status3.2. Future translator expertise: what is missing?3.3. Technical skills for hybrid workflows3.4. From anxiety to digital resilience3.5. Personal resources and metacognitive capacity3.6. The translator’s self-concept in AI interactionsChapter 4: Attitudes towards AI in translation: an academic exploration4.1. Research design4.2. Limitations of the study4.3. Data analysis4.3.1. Findings on the use of AI technologies in translation4.3.2. Perspectives on GenAI integration in translator education4.3.3. Risks associated with using GenAI tools in translator training4.4. Summary of the findings: challenges and lessons learnedChapter 5. Implications for translator training5.1. To teach or not to teach?5.2. What’s in it for translation students?5.3. Suggested ways of introducing AI-assisted translation practice5.3.1. Exercises in AI-assisted translation5.3.2. AI tools for terminology management5.3.3. AI-assisted quality assessment5.3.4. AI-generated feedback5.3.5. Ethical code of conduct in AI use5.4. Fostering personal resources in translator training5.4.1. Self-reflection: what am I missing?5.4.2. Self-efficacy: building digital resilience5.4.3. Self-concept: reducing technological anxietyChapter 6: Final reflectionsAppendixIndex

Michał Kornacki is Assistant Professor at the Institute of English Studies at the University of Łódź, Poland.Paulina Pietrzak is Associate Professor at the Institute of English Studies at the University of Łódź, Poland.

• ContentsList of FiguresList of TablesIntroductionChapter 1: (R)evolution of translation technology1.1. History and evolution of translation tools1.1.1. Machine translation1.1.2. Computer-assisted translation (CAT) tools1.1.3. Translation management systems1.1.4. Writing assistants and checking tools1.1.5. Generative artificial intelligence in translation1.2. The current state of translation technology1.3. Stages of AI developmentChapter 2: Translator-AI interaction2.1. Augmented translation2.2. Hybrid workflows in translation2.3. The impact of technology on translator profession: new avenues and new anxieties2.4. Ethical considerations in AI-assisted language service provisionChapter 3: Translators as AI-assisted language specialists3.1. Translators’ new roles and status3.2. Future translator expertise: what is missing?3.3. Technical skills for hybrid workflows3.4. From anxiety to digital resilience3.5. Personal resources and metacognitive capacity3.6. The translator’s self-concept in AI interactionsChapter 4: Attitudes towards AI in translation: an academic exploration4.1. Research design4.2. Limitations of the study4.3. Data analysis4.3.1. Findings on the use of AI technologies in translation4.3.2. Perspectives on GenAI integration in translator education4.3.3. Risks associated with using GenAI tools in translator training4.4. Summary of the findings: challenges and lessons learnedChapter 5. Implications for translator training5.1. To teach or not to teach?5.2. What’s in it for translation students?5.3. Suggested ways of introducing AI-assisted translation practice5.3.1. Exercises in AI-assisted translation5.3.2. AI tools for terminology management5.3.3. AI-assisted quality assessment5.3.4. AI-generated feedback5.3.5. Ethical code of conduct in AI use5.4. Fostering personal resources in translator training5.4.1. Self-reflection: what am I missing?5.4.2. Self-efficacy: building digital resilience5.4.3. Self-concept: reducing technological anxietyChapter 6: Final reflectionsAppendixIndex