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The increasing availability of artificial intelligence (AI), neural machine translation, and generative AI tools has reshaped how university students approach translation learning. This study examined English majors' perceptions of AI-assisted translation learning at Phan Thiet University, with particular attention to perceived benefits, challenges, and the role of learners in an AI-supported translation environment. A mixed-methods design was used. Quantitative data were collected from 98 English majors through a Likert-scale questionnaire, while qualitative data were obtained from structured interviews with five students and three translation lecturers. Descriptive statistics, reliability analysis, and thematic analysis were combined to interpret the data. The findings show that students generally regarded AI as a useful learning aid that supports speed, vocabulary access, self-checking, and post-editing. However, they also recognized serious risks, especially reduced critical thinking, weaker problem-solving habits, and passive dependence on AI-generated output. Students reported high agreement that AI helps them self-discover solutions before consulting lecturers (M = 4.23, SD = .510), while also acknowledging that overreliance can make them less willing to think critically during translation (M = 4.09, SD = .588). The study further suggests that students' roles are shifting from sole translation producers to autonomous users, post-editors, evaluators, and ethically responsible decision-makers. The paper concludes that AI should not be excluded from translation education; instead, it should be integrated through explicit training in verification, post-editing, process-based assessment, and responsible use.
