IntroductionDespite the growing attention paid to the research of translation technology teaching (TTT), there is still a lack of studies on students’ attitudes and the motivational factors in relation to it. To this end, the paper reports on a questionnaire-based study that describes students’ attitudes towards translation technology (in the Chinese MTI context) and explores its structural relations with translation mindsets and future work self.MethodsData were collected from 108 grade 2021 MTI students of three selected Chinese universities and analyzed using descriptive statistics and structural equation modeling (SEM).ResultsThe results demonstrate that Chinese MTI students’ overall attitudes towards translation technology are slightly positive. So far, they perceive translation technology to be slightly effective for translation and are slightly mindful of it. They are slightly influenced by teachers and still feel inhibited when learning and using it. Furthermore, the results also indicate that growth translation mindsets positively influence students’ attitudes towards the effectiveness of translation technology, teacher influence, exhibition to translation technology, and mindfulness about translation technology, whereas fixed translation mindsets only negatively predict students’ teacher influence. Likewise, future work self-salience positively associates with students’ attitudes towards the effectiveness of translation technology and mindfulness about translation technology, while future work self-elaboration positively relates to students’ exhibition to translation technology. Among them, growth translation mindsets are the strongest predictor for all attitudes components.DiscussionTheoretical and pedagogical implications are also discussed.

The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability resources, and ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future (concern), more curious to explore themselves and their surroundings (curiosity), and more capable of solving problems (confidence). The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint.