This paper explores the changes detected in the utilization of translation resources1 by trainee translators working with the Slovene–English language pair in Slovenia. To test the assumption that rapid advances in information and communication technologies have made a significant impact on translation practice, a study involving two generations of translation students in Ljubljana was designed to examine whether their practice of using translation aids has changed over a certain period of time. This population will soon have to compete with their professional counterparts; it is therefore crucial they are fully equipped not only with the necessary translation knowledge, but also that they are skilled in advanced translation aids, as this will cater for the demands of the modern translation market where an efficient use of translation resources appears to be vital for successful intercultural communication. The results of the study indicate some changes can be detected even within a short period of time.

This article examines the impact of electronic reference resources on the quality of translated texts, particularly when translators work into their language B. To test the impact of electronic aids on the quality of translated output, an experimental study involving twenty student translators was conducted. Participants, who had to translate two texts from Slovene into English, were divided into two 10-member groups (Group One and Group Two). Different conditions regulating access to paper and electronic resources during the translation task were set for each group. Pre-and post-experiment questionnaires to elicit views on the contribution of electronic reference resources to the translator's work, both from trainee translators and external evaluators, also informed the analysis. This article reports on two aspects of the study: the external evaluators' assessment of a sample of translations produced by trainee translators into their language B; and the extent to which the (un)availability of electronic resources influenced the participants' approach to translation difficulties. Although the findings suggest that the use of electronic resources enhances both the productivity of translators and the quality of their translations, such aids can also be detrimental when used uncritically.

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In many traditional types of translator training, there is a strong focus on individual work undertaken by trainee translators, while pair-work and group-work is used less extensively. Such a focus may, to some extent, reflect the contemporary Western perception of translation as a solitary activity, with a single translator working individually, isolated from the rest of the world. This perception, however, is oversimplified since translation often involves some type of collaboration, such as the translator collaborating with an editor, a copyeditor, the client, or a disciplinary expert. In addition, some emerging trends in translation in the digital age are collaborative in their nature (e.g. crowdsourcing). It seems, therefore, that collaboration is an aspect of translation that needs to be addressed more carefully in translator training. The present paper reports on a study focusing on collaboration in a translation course. The goal of the study was to examine the types of collaboration that trainee translators use when they are presented with a collaborative assignment. In the study, trainee translators were asked to complete two collaborative translation assignments using a wiki, which enables monitoring the degree of participation for each wiki participant. The first assignment encouraged free collaboration in an attempt to mirror informal collaboration: trainee translators were asked to collaborate in any way they wished. The second assignment was focused on structured collaboration: trainee translators were given detailed guidelines on the types of collaboration expected of them, and on the extent of the contribution they were expected to make. The findings show that the second assignment resulted in more intensive teamwork and promoted more diverse types of collaboration than the first assignment. This suggests that carefully structured collaboration should be given additional attention within the context of translator training.