Technology has become an essential part of the translation profession. Nowadays, computer-assisted translation (CAT) tools are extensively used by translators to enhance their productivity while maintaining high-quality translation services. CAT tools have gained popularity given that they provide a useful environment to facilitate and manage translation projects. Yet, little research has been conducted to investigate the usability of these tools, especially among Arab translators. In this study, we evaluate the usability of CAT tool from the translators’ perspective. The software usability measurement inventory (SUMI) survey is used to evaluate the system based on its efficiency, affect, usefulness, control, and learnability attributes. In total, 42 participants completed the online survey. Results indicated that the global usability of these tools is above the average. Results for all usability subscales were also above average wherein the highest scores were obtained for affect and efficiency, and the lowest scores were attributed to helpfulness and learnability. The findings suggest that CAT tool developers need to work further on the enhancement of the tool’s helpfulness and learnability to improve the translator’s experience and satisfaction levels. Further improvements are still required to increase the Arabic language support to meet the needs of Arab translators.

With accelerating advancements in artificial intelligence (AI) technologies, which have provided new possibilities for language learning and teaching, this study explored the factors influencing the use of a popular AI tool, ChatGPT, for English language learning among post-secondary students in Saudi Arabia. A technology acceptance model (TAM) questionnaire was administered, which yielded 184 responses (31 males, and 153 females). The results revealed that the perceived ease of use and usefulness significantly affected ChatGPT adoption. However, no significant relationship was found between perceived ease of use and attitudes, suggesting that learners’ attitudes were influenced more by the tool’s benefits and value for language learning. A strong positive relationship was found between Perceived Usefulness (PU) and Attitude (AT), indicating that when learners perceive ChatGPT as useful, they have favourable attitudes toward it. Educators should emphasize these benefits and integrate ChatGPT into English as a foreign language (EFL) classroom to enhance language skills. A positive attitude toward ChatGPT leads to stronger behavioural intention to use it, which positively predicts actual use. Other factors, such as gender, education level, duration of usage, and IT skills, were also examined. The results showed that female respondents had more positive attitudes; master’s students perceived it as easier to use than diploma students; and longer usage durations were linked to a higher perceived ease of use. Understanding the impact of these factors can inform the integration of AI-powered tools in EFL teaching and learning environments, with interventions and support systems that promote learners’ intentions to use these tools and facilitate their actual usage.