International Journal of Education

In English for Science and Technology (EST) teaching and academic English competence cultivation, scientific literature translation is a core module to evaluate students' professional language application ability. With the rapid iteration of AI-assisted translation tools, their efficiency advantages in scientific text conversion have gradually become an important auxiliary means in foreign language teaching. However, due to the high density of professional terms, strict logic, and particularity of academic context in scientific literature, students are required not only to use AI tools to generate first drafts but also to possess accurate post-editing ability. Combining the teaching practice of university EST courses, this paper analyzes the teaching auxiliary value of AI-assisted translation tools in basic term matching and sentence structure standard construction from the perspective of foreign language teachers, and points out the problems easily ignored by students in the use process, such as term deviation and insufficient context adaptation. By comparing the teaching effects of three models: traditional manual translation teaching, pure AI translation practice, and "AI-assisted + post-editing" integrated teaching, the key role of post-editing in improving students' scientific literature translation ability is verified, and post-editing teaching strategies under the guidance of foreign language teachers (term checking training, logic completion practice, professional expression optimization tasks) are summarized. The research shows that integrating "AI-assisted translation + post-editing" into EST teaching can improve students' translation quality by more than 35% and translation efficiency by 40%, while cultivating students' dual literacy of "tool rationality + academic rigor", providing practical reference for EST teaching reform.

AI-Assisted translation; Post-Editing; EST teaching; Scientific literature translation; Academic English competence