Identifying MT Errors for Higher-Quality Target Language Writing

2. Previous Research

Post-editing¹ has received attention from a variety of perspectives. Researchers have identified the merits of post-editing (Alsalem, 2019; Escartín et al., 2017; Fredholm, 2019; Green et al., 2013), explored the post-editing process (Jia et al., 2019), along with user experiences of post-editing (Harto et al., 2022). They have also analysed how TL proficiency affects the post-editing process (Chung, 2020) and the differences between post-editing by native and non-native TL speakers (Sánchez-Gijón and Torres-Hostench, 2014). In relation to education, research has investigated whether MT can be used as a pedagogical support tool (Lee and Briggs, 2020), the effect of post-edit training on TT quality (Báez, 2018; Zhang and Torres-Hostench, 2022), as well as the development of post-editing rules (Turganbayeva et al., 2022). The results of this research provide several influential principles for successful post-editing.