Integrating Artificial Intelligence-Assisted Translation Support into English Courses: Effects on Translation...

English translation competence is an important academic skill in higher education, yet many students experience substantial linguistic difficulty, cognitive burden, and psychological pressure during translation tasks. This mixed-methods study examined whether structured artificial intelligence-assisted translation support integrated into English courses was associated with changes in translation accuracy, perceived stress, and anxiety among university students. A total of 525 undergraduate and postgraduate students participated in an eight-week instructional intervention. Baseline and post-intervention assessments included a translation accuracy test, the Perceived Stress Scale, and the Generalized Anxiety Disorder-7 scale. Quantitative analysis was conducted using paired comparisons, correlation analysis, regression analysis, and group-based comparisons, and was complemented by qualitative interviews to explore students' learning experiences. After the intervention, participants showed improved translation accuracy and lower levels of perceived stress and anxiety. Higher frequency of tool use was associated with better translation performance, although the study design does not support strong causal inference. Qualitative findings further indicated that structured tool-assisted practice helped reduce cognitive overload, supported revision processes, and improved engagement with translation tasks. These findings suggest that integrating artificial intelligence-assisted translation support into English courses may offer a practical instructional approach for strengthening translation performance while supporting student well-being. The study contributes empirical evidence to current discussions of technology-enhanced translation pedagogy and provides an adaptable teaching framework for higher education contexts.