This study explores the feasibility of a CAT tool, especially MemoQ, being incorporated into the subtitling process as part of an audiovisual translation education course. This study is based on project-based, learner-oriented translation activities. This covers 20 students at the departmet of interpretation and translation at graduate school, and the experiment lasted for a semester. The design of the experiment is as follows: I grouped students into 10 teams with each team consisting of two students. Students were taught how to use MemoQ and how to do audiovisual translation (AV norms were taught). Then they were instructed to use a speech-to-text tool to create a time-stamped English script and they learned how to create a termbase and import it into the CAT tool. Each team was given a 40-minute-long lecture with a transcript (provided by the lecturer). They created a time-stamped script (xml fomat) and imported it into MemoQ and transalted it. Then they reviewed the translation results together and exported the translation outcome in an xml format and combined it with the lecture video. They reviewed the subtitles together and made additional revisions including timing, etc. This study reveals several strengths and weaknesses of using technology for subtitling. Regarding strenghs, students learned how the translation is done in the real world; they realized what kinds of problems can occur in which process and figured out how to resolve them; they were able to picture what the final product would look like; and they improved the competence of using CAT tool and other related tools. With respect to weaknesses, students found that CAT tool and the speech-to-text tool were sometimes in the way – they added workload; MemoQ’s termbase did not work in a cloud-based envrionment; and the speech-to-text tool was not accurate.
