This article investigates the different uses of the Cambridge Latin Course Explorer Tool in the classroom, and students' perceptions of this, through a case study of a Year 8 class in an all-girls' comprehensive school. Student perceptions of this tool were a particular focus of the research, exploring its enhancement of students' enjoyment of the subject, its impact on vocabulary retention, and what they considered to be a reduced difficulty of translation. However, it also brought to light students' misgivings about the tool, including a sense of guilt in some pupils, who were of the opinion that their use of the Explorer Tool could be considered as ‘cheating'. Others, meanwhile, felt that it detracted from the ‘process' of translating to the point that they believed it actively hindered their learning.

本文通过对一所女子综合学校 8 年级班级的案例研究，调查了剑桥拉丁语课程探索工具在课堂上的不同用途，以及学生对此的看法。学生对该工具的看法是该研究的一个特别重点，探讨了它如何提高学生对该学科的兴趣、它对词汇保留的影响以及他们认为降低了翻译难度的因素。然而，这也暴露了学生对该工具的疑虑，包括一些学生的内疚感，他们认为他们使用 Explorer Tool 可以被视为“作弊”。与此同时，其他人则认为它有损于“过程”