Most English and Foreign Language departments in Taiwan universities and colleges have made translation-related courses compulsory. Common translation pedagogy focuses on student assignments and teacher evaluations of those assignments. This research applies a text readability indicator to assess the readability of translated texts submitted by the students. The purpose of this research is to enable students to learn autonomously and improve the acceptability of their translated texts. A readability indicator can be used to analyze the complexity of the source text and the linguistic features of a text in a specific subject field. A readability indicator can also be used to explore the translation competence of students in different subject fields, and measured changes in readability can serve as a basis for evaluating student learning effects. The findings of this research could be helpful in improving the translation quality of students in the translation classroom. The participants in this study were 16 students in a translation classroom. In one semester, texts from five professional domains were introduced. The domains were news, technology, economy, tourism, and information technology. Related texts were assigned to the students after the introduction of each professional area. Every piece of work submitted was copied and pasted into the readability indicator, which produced a readability score for each student assignment. Translations with higher readability were analyzed to identify the differences and specific features of the translation. In class, factors for higher readability were explained to the students so that students could learn and improve their translations. Students were then asked to revise their first drafts in accordance with their readability scores and to process their revised translations in the readability indicator to determine whether the readability had improved.