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The translation and interpreting industry has undergone rapid and profound transformation in recent years, driven by advances in machine translation technology, the widespread adoption of remote communication practices in the wake of the COVID-19 pandemic, and the increasing integration of generative artificial intelligence into everyday professional life. As these developments continue to redefine the workflows and roles of translators and interpreters, there is a pressing need for educational institutions to formulate strategic responses. Against this backdrop, this study examines how research discourse in T&I education has shifted in accordance with successive changes in the professional environment. Focusing on the decade from 2016 to 2025, this study analyzes education-related research published in major T&I journals, with particular attention to the frequency of research topics and keyword trends across distinct time periods. By mapping the emergence of period-specific keywords, co-occurrence frequencies among keywords, and the distribution of research topic types against their broader environmental contexts, the study seeks to illuminate the conditions under which agenda shifts in T&I education research have occurred.

This study investigates the restructuring patterns of rhetorical questions in Korean-Japanese simultaneous sermon interpretation. Sermon discourse frequently employs rhetorical questions as persuasive tools, yet their pragmatic ambiguity often increases interpreters' cognitive load and causes audience misinterpretation. To examine how professionals navigate these challenges, this study analyzes a 73-minute Korean pastoral sermon and its Japanese simultaneous interpretation from the 2024 Daniel Prayer Meeting. Quantitative analysis reveals that among 515 segmented sentences, 61 contained questions, with rhetorical questions accounting for an overwhelming 82.0% (50 cases). Notably, 62.0% (31 cases) of these rhetorical questions were restructured into declarative sentences in the target text, while only 32.0% (16 cases) retained their rhetorical forms. Qualitative analysis indicates that this restructuring is closely linked to information density, delivery speed, and syntactic completeness. Based on these findings, this study suggests a tentative classification for these restructuring tendencies: syntactic preservation for rhetorical reproduction, strategic restructuring for delivery efficiency, and compulsory restructuring for preventing semantic distortion. Although limited as a single-case study, these exploratory observations may provide a helpful reference for future large-scale corpus research and offer basic insights into the development of training materials for sermon interpretation.

This study examines whether explicit instruction of Baker’s (2018) equivalence framework shifts learners’ machine translation (MT) revision patterns from micro-level (lexical and grammatical) to macro-level (textual and pragmatic) analysis. Twenty-eight English translation majors at a university in Seoul participated in a 15-week course centered on Baker’s framework. Revision journal data were collected at two points: after grammatical equivalence instruction (ST2) and after textual equivalence instruction (ST3). Data were analyzed using keyword frequency analysis and qualitative coding. The group-level micro/macro revision ratio reversed from 64.1%/35.9%at ST2 to 39.6%/60.4%at ST3. Purposive sampling identified a growth group (n=3) that actively employed Baker’s textual and pragmatic concepts—namely theme-rheme, cohesion, and reiteration— as explicit metalanguage at ST3, and a stagnant group (n=3) that maintained micro-dominant patterns despite identical instruction. These findings suggest that Baker’s equivalence framework can serve as effective metalanguage for developing MT literacy, and the study serves as an empirical follow-up to Lee’s (2013) pedagogical recommendations in Korean undergraduate translation education.

This study examines how peritexts shape the interpretive frameworks through which a text is read. Peritext refers to paratextual elements located within the physical boundaries of a published work that mediate readers’ access to and interpretation of the main text. This study analyzes the peritexts of three English translations of Kuunmong. In order to examine whether the reading direction presented by the peritexts is realized in the translated texts, this study analyzes selected examples that show how such framing affects the body text. The analysis shows that the three translations present Kuunmong in different ways. First, Gale’s translation assumes Western readers as its target audience and presents Kuunmong as an exotic Eastern romance centered on polygynous relationships. Rutt’s translation places Kuunmong within the anthology Virtuous Women and emphasizes the dialogues and relationships among female characters, thereby guiding readers to read the work as a narrative of female relationships and a community formed through shared emotional experiences. Fenkl’s translation supplements information on the historical background and religious and institutional structures of the work, thereby presenting Kuunmong as a classical text to be understood within a historical, religious, and symbolic system.

This study examines audio description (AD) in Korean live performance and proposes a typology based on its structure and delivery. It analyzes 92 productions presented by five major public performing arts institutions in Korea between 2020 and April 2026, using publicly available performance information. Three types of AD were identified: supplementary, integrated, and combined. Supplementary AD adds visual information to a completed performance as a separate verbal layer. Integrated AD incorporates descriptive functions into the performance itself. Combined AD links pre-scripted visual information with whispered description or Korean dubbing of foreign-language dialogue. Of the 92 productions, 69 used supplementary AD, 10 integrated AD, and 13 combined AD. This typology provides a framework for comparing AD practices and designing AD suited to a production’s artistic form, performance space, and audience conditions.

This study analyzes information compression and reconstruction in Japanese subtitles of Korean dramas distributed on Netflix. Focusing on the long-established Japanese subtitle convention known as the “four-characters-per-second” norm, the study examines how information is compressed and reconstructed under the constraints of Japanese subtitle translation. The average number of characters and characters per second (CPS) were calculated based on a corpus of six Korean dramas comprising nine episodes and 7,569 subtitle segments, and quantitative shifts in lexical retention were analyzed across different parts of speech. Translation examples were also examined to identify strategies of information reduction and reorganization. The results show that, despite differences in dialogue density and genre, most subtitles maintained a reading speed close to four characters per second. Nouns and verbs exhibited relatively high retention rates, whereas adverbs and interjections were frequently omitted. The findings indicate that Japanese subtitles selectively preserve core information while reducing peripheral elements through various forms of linguistic reconstruction, thereby facilitating the efficient transmission of core meaning under temporal and spatial constraints.

While translation pedagogy has traditionally emphasized accuracy, equivalence, and audience awareness, less attention has been paid to how students can develop creative agency through the transformation of source texts. Drawing on adaptation studies, this article examines the pedagogical value of adaptation in an undergraduate translation workshop. The study analyzes adaptation projects produced by translation majors to explore what kinds of competencies adaptation practice can foster. The findings reveal three recurring patterns. First, students employed multilingual dialogue not merely as a marker of linguistic diversity but as a narrative device for constructing and resolving conflict. Second, they demonstrated an understanding of genre conventions and creatively reconstructed them to generate new meanings and thematic concerns. Third, they relocated the themes and conflicts of source texts into contemporary sociocultural contexts, transforming traditional narratives into commentaries on issues relevant to present-day audiences. These practices suggest that adaptation encourages students to move beyond textual transfer toward active negotiation with language, genre, and culture. By examining actual student work, the study suggests the potential of adaptation as a pedagogical tool that expands the scope of translation education beyond the transmission of meaning toward the creative reimagining of texts.

The rapid advancement of AI has intensified the polarized debate between the "human interpreter replacement" thesis and the "machine interpreting impossibility" thesis, while concrete frameworks for human-AI collaboration remain underdeveloped. Rather than relying on functional comparative advantage, this paper identifies the fundamental ontological and epistemological differences between humans and AI as the theoretical foundation for a complementary interpreting collaboration model. Through a review of prior scholarship, the study analyzes the respective characteristics, strengths, and limitations of human interpreting and AI interpreting, and clarifies the distinctiveness of this research. Building on this foundation, the paper proposes an augmented interpreting collaboration model that incorporates AI use across the preparation, performance, and review stages of interpreting, as well as a fourfold typology of human-AI collaboration—human-led, human-AI essential, human-AI hybrid, and AI-led collaboration—differentiated according to context-dependency, risk, expertise, and accountability. The study's theoretical significance lies in demonstrating that as AI capabilities advance, the necessity of human-AI collaboration is reinforced rather than diminished.

This study compares generative AI feedback and instructor feedback in Korean-English scientific and technical translation education. The analysis is based on seven student translations of a corporate technical brochure on lithium-ion battery cathode precursors and environmental catalysts. Generative AI feedback was produced using the same semi-structured prompt for all translations, and instructor feedback was provided on the same texts. The two types of feedback were compared in terms of meaning and terminology, information structure and readability, genre appropriateness, and target-language quality. The findings show that generative AI feedback was useful for identifying unnatural expressions, suggesting terminology and collocations, improving sentence structure, and offering more natural English alternatives. However, its feedback tended to focus on sentence-level revision and required further evaluation in relation to source-text meaning, technical concepts, and genre function. Instructor feedback, by contrast, more explicitly addressed the reasons behind translation problems and linked them to translation decision-making. The findings suggest that generative AI feedback can support students’ self-revision, but instructor feedback remains important for helping students evaluate and apply AI-generated suggestions critically.

This study investigates how the 2023–2024 Gaza war was framed through Arabic and English headlines across three global media organizations: Al Jazeera, the BBC, and CNN. The dataset comprises thirty Arabic and English headlines covering five high-visibility topics selected for their political and humanitarian significance. Using Baker’s narrative theory of translation, the analysis examines relabeling, selective appropriation, temporal and spatial framing, participant repositioning, and frame ambiguity. The findings show that Arabic headlines generally foreground direct attribution, moral accountability, collective suffering, and emotional urgency, whereas English headlines tend to foreground more institutional and fact-oriented framing, often presenting violence through official, administrative, or geopolitically recognizable terms. The study argues that Arabic-English headlines function not as neutral reports but as interpretive interventions that reshape moral judgment and public interpretation. By treating headlines as standalone sites of narrative construction, the study contributes to news translation research and critical media discourse studies, highlighting the ethical significance of translation in wartime journalism.