近年來由於台灣翻譯產業擴大出現人才缺口，國內各大學競相開設翻譯相關課程，101學年度共計112個系所開設1,055門課程，其中73.5%開設在非翻譯系所。由於翻譯課程長久以來附屬於外語教學的一環，因此非翻譯系所的翻譯課程多半偏重語言教學，教學程序採取教師主導模式，旨在增進學生外語理解及表達能力，教材及教學情境泰半與翻譯實務脫節，一來難以培養學生的翻譯能力，二來則導致作為被動知識接受者的學生學習動機低落。有鑒於此，本研究視翻譯為獨立專業學科，在教學活動上融入數位化時代譯者必備的能力——電腦輔助翻譯（computer-aided translation），以Termsoup為平臺讓學生執行翻譯任務。研究方法為行動研究（action research），由研究者擔任授課教師、92位私立大學英語系初次修習翻譯課程的學生作為參與者，透過參與式觀察（participant observation）、訪談、問卷、電腦輔助翻譯軟體後臺數據進行質性編碼和描述性統計，據以檢測學生的翻譯能力和學習動機。研究結果顯示，融入電腦輔助翻譯的大學翻譯課確實能縮短學用差距，74%的學生有能力以電腦輔助翻譯軟體完成翻譯任務，此外亦能增進翻譯學習信心、改善翻譯學習心理狀態，倘若能在課程中結合其他機器翻譯技能，應能讓學生對翻譯學習實用性的看法更加正面，大幅提升翻譯學習態度與動機。

In recent years, universities in Taiwan have been offering translation courses in response to the expanding translation industry and the increasing talent shortage. In the 101 academic year, 1,055 courses were offered in 112 departments, of which 73.5% were opened in non-translation departments. Since translation courses had long been part of foreign language teaching programs, most of these courses focused on language teaching by adopting a teacher-fronted approach to develop students’ foreign language skills. However, the evident gap between classroom and industry has resulted in the underdevelopment of students’ translation competence and the low learning motivation of these passive knowledge recipients. In view of this, this study regards translation as an independent discipline, and incorporates computer-aided translation (CAT), the necessary skill of the digital-age translator, into the course by using Termsoup for students to perform translation tasks. Ninety-two private university students in English Departments, who had never taken any translation courses, participated in this action research. The instructor/researcher conducted participant observation and interviews, designed and analyzed motivation questionnaires, and gathered information on students’ effort and performance using the computer-assisted translation software. Qualitative coding methods and descriptive statistics were used for data analysis to examine students’ translation competence and learning motivation. The results show that the integration of CAT tool into teaching activities bridges the gap between classroom and industry, with 74% of students acquire the ability to complete the translation tasks on Termsoup. In addition, the use of CAT tool enhances students’ learning confidence and improves their psychological state of learning. It is suggested that incorporating other machine translation skills into future courses should help students to have a more positive view on the practicality of translation learning and greatly improve their attitude toward and motivation for learning translation.