{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-0F5Y224D/3692732f-b90b-46da-ade7-e77853b26d2a/PDF","dcterms:extent":"134 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-0F5Y224D/cf68008b-f4e5-4785-9071-d4aef01193db/TEXT","dcterms:extent":"52 KB"}],"edm:TimeSpan":{"@rdf:about":"2004-2026","edm:begin":{"@xml:lang":"en","#text":"2004"},"edm:end":{"@xml:lang":"en","#text":"2026"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-0F5Y224D","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-SCXG6C82"},{"@xml:lang":"sl","#text":"ELOPE (Ljubljana)"}],"dcterms:issued":"2025","dc:creator":"Brala Vukanović, Maja","dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:22"},{"@xml:lang":"sl","#text":"str. 185-201"}],"dc:identifier":["DOI:10.4312/elope.22.1.185-201","ISSN:1581-8918","COBISSID_HOST:270983427","URN:URN:NBN:SI:doc-0F5Y224D"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Založba Univerze v Ljubljani"},"dc:subject":[{"@xml:lang":"en","#text":"AI in education"},{"@xml:lang":"sl","#text":"angleščina kot tuji jezik (EFL)"},{"@xml:lang":"en","#text":"English as a Foreign Language (EFL)"},{"@xml:lang":"en","#text":"error correction"},{"@xml:lang":"en","#text":"machine translation"},{"@xml:lang":"sl","#text":"metafore"},{"@xml:lang":"en","#text":"metaphors"},{"@xml:lang":"sl","#text":"popravljanje napak"},{"@xml:lang":"sl","#text":"strojno prevajanje"},{"@xml:lang":"sl","#text":"umetna inteligenca v izobraževanju"}],"dcterms:temporal":{"@rdf:resource":"2004-2026"},"dc:title":{"@xml:lang":"sl","#text":"Translating (metaphors) in the age of AI| opportunities, challenges, and implications for the EFL classroom|"},"dc:description":[{"@xml:lang":"sl","#text":"The paper explores the use of AI translation tools in EFL classrooms, focusing on metaphor translation. We investigate the attitudes of first- and third-year English students at the University of Rijeka, Croatia, towards AI tools and evaluate three platforms: Google Translate, ChatGPT, and Glosbe, regarding their ability to accurately translate metaphors. The findings show a generally positive student disposition towards AI tools but also highlight frequent inaccuracies in AI-generated metaphor translations. We discuss the implications of these results for EFL teaching, emphasizing the potential value of error correction as a pedagogical tool. Our analysis suggests that the limitations of AI tools can serve as valuable pedagogical resources for fostering critical engagement, improving students’ understanding of culturally and contextually impregnated language, and enhancing their linguistic skills. Our findings underscore the need for an urgent and systematic integration of AI tools into classrooms"},{"@xml:lang":"sl","#text":"V članku raziskujemo uporabo prevajalskih orodij, ki temeljijo na uporabi umetne inteligence (UI), pri pouku angleščine kot tujega jezika (EFL) s poudarkom na prevajanju metafor. Preučujemo stališča študentov in študentk prvega in tretjega letnika angleščine na Univerzi na Reki na Hrvaškem do orodij UI ter ocenimo zmožnosti natančnega prevajanja metafor na platformah Google Translate, ChatGPT in Glosbe. Ugotovitve kažejo na splošno pozitiven odnos študentov in študentk do uporabe orodij UI, a hkrati v raziskavi izstopa tudi pogosta netočnost pri prevodnih metaforah, ki jih prevede UI. Razpravljamo o pedagoških posledicah teh rezultatov, pri čemer poudarjamo didaktični potencial popravljanja napak kot učnega pristopa. Ugotavljamo tudi, da omejitve orodij UI lahko predstavljajo dragocena izhodišča pri pouku, saj spodbujajo kritično razmišljanje, pomagajo pri razumevanju kulturno in kontekstualno zaznamovanega jezika ter prispevajo k izboljšanju jezikovnih spretnosti. Ugotovitve podpirajo nujnost sistematičnega vključevanja orodij UI v pedagoški proces"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-0F5Y224D","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-0F5Y224D"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-0F5Y224D/3692732f-b90b-46da-ade7-e77853b26d2a/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-0F5Y224D/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-0F5Y224D"}}}}