OpenAI用GPT-5.5/5.6开发的翻译教学工具，让学生既能操作工作流又能评估AI决策。
LoopCAT是一款Apache-2.0许可的本地优先计算机辅助翻译环境，由OpenAI Codex使用GPT-5.5和GPT-5.6共同开发。该工具结合本地项目存储、翻译记忆库、术语库、质量保证和文档交换功能，支持连接本地或托管AI服务。LoopCAT提供英语、加泰罗尼亚语和土耳其语界面，学生可翻译UI字符串、审查自动生成的目标草案并测试界面。
From Tool Use to Technological Agency: LoopCAT as a Local-First, Open-Source Tool for Translation Technology Education
Translation students need to learn both how to use translation technologies and how to judge the choices those technologies make available. This article presents LoopCAT, an Apache-2.0-licensed, local-first computer-assisted translation environment co-created with OpenAI Codex using GPT-5.5 and GPT-5.6, and proposes a framework connecting workflow competence, evaluative judgement, and technological agency. The account draws on repository history, implementation inspection, and the verification records of an identified development build. LoopCAT combines local project storage, translation memories, terminology, quality assurance, document exchange, and optional connections to local or hosted AI services. Its English, Catalan, and Turkish interface catalogs also make the application itself available as teaching material: students can translate English UI strings into another language, review the existing automatically generated target drafts, import their revisions, and test the interface. We organize these opportunities around four forms of participation: operating a workflow, evaluating outputs, inspecting and configuring mechanisms, and making or defending a bounded intervention. A six-session sequence, a UI-localization assignment, a placeholder example, and an assessment rubric specify how teachers could use the framework. The paper separates implemented capabilities from proposed educational benefits; it reports no new student-learning outcomes. It distinguishes the latest package checks from earlier regression evidence and sets out a protocol for classroom evaluation. LoopCAT provides an inspectable setting for teaching how translation decisions interact with data, interfaces, and software rules. Whether these activities improve judgement, transfer, or participation remains an empirical question.