Three questions aimed to determine whether students felt that certain features of PE supported their work or made their work easier. The three features were as follows: (a) no need to research terminology, (b) having a starting point (i.e., the MT output), (c) less typing was required (for the exact Hungarian wording, please consult Appendix 8). Students had to indicate their answers on a 3-point Likert scale, where options were formulated as follows: it did not help at all (1), it helped (2), it helped a lot (3). The expected mean was 2 (“it helped”) again, and one-sample t-tests were carried out to assess whether the observed means significantly differed from it. The tests revealed that PE was perceived to have helped with typing and by offering a good starting point, but the magnitude of the benefits was not perceived to be substantial. In other words, observed means and hypothetical means (M = 2) did not differ significantly (typing: M = 1.83, SD = 0.83, t(11) = -0.692, p = .504; starting point: M = 2.25, SD = 0.45, t(11) = 1.915, p = .082).