Table 17 shows students’ English language competence test scores in reading and in use of English (grammar). The findings suggest that the students’ linguistic proficiency is not particularly high, with reading proficiency estimated at around 46% and grammar proficiency approximately 44%. The differences between human translators and post-editors were not significant on either measure (reading: HT: M = 5.55, SD = 2.73; PE: M = 4.93, SD = 2.40, t(24) = .605, p = .55; grammar HT: M = 14.55, SD = 6.30; PE: M = 10.93, SD = 6.56, t(24) = 1.624, p = .12).

 

 

B and C English students’ English language test scores were compared again with the help of independent samples t-tests, and the results showed very similar patterns as in the first year. That is, although C English students tended to score lower on both tests, no significant differences were found between the two groups either on reading (B English (n = 10): M = 5.30, SD = 3.09; C English (n = 16): M = 5.13, SD = 2.19, t(24) = 0.17, p = .87) or on grammar (B English (n = 10): M = 14.90, SD = 5.90; C English (n = 16): M = 10.94, SD = 5.34, t(24) = 1.77, p = .09).