Can AI‐Mediated Informal Digital Learning of English Enhance Translation Performance? The Mediating Role of Growth Translation Mindset
Jin Liu, Meilu Liu, Yuan Yao, Kangzhi Liao, Xuehong Hou, Dechao LiABSTRACT
Drawing on social cognitive theory, this study examined the role of growth translation mindset (GTM) in linking AI‐mediated informal digital learning of English (AI‐IDLE) to translation performance among Chinese EFL learners. Quantitative data were collected from 378 college students, followed by 12 semi‐structured interviews. PROCESS Model 4 was employed to test the mediation model, and thematic analysis was conducted to delve into nuanced interpretations. Results showed that AI‐IDLE was not directly associated with translation performance, but exerted a significant indirect effect through GTM. Qualitative findings further indicated that AI‐IDLE contributed to translation development when learners critically engaged with GenAI through GTM. These findings highlight GTM as a key mechanism linking AI‐IDLE to measurable learning outcomes and suggest implications for mindset‐informed L2 translation pedagogy.