Reflective practice Google Translate in Academic Writing Courses ? (original) (raw)
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Google Translate in Academic Writing Courses?
The EuroCALL Review
The aim of this study was to explore the possible benefits of using Google Translate (GT) at various tertiary English for Academic Purposes (EAP) course levels, i.e., to see if the use of GT affects the quantity and quality of student writing. The study comprised preliminary work and a case study. The former included an awareness task to assess student awareness of GT mistakes, and a correction task to assess their ability to correct the mistakes identified. The awareness and correction tasks showed that intermediate students identified 54% of the mistakes, while advanced students identified 73% and corrected 87% of the mistakes identified. The case study included two writing tasks, one with GT and one without. Results showed that when using GT students wrote significantly more words. They wrote longer sentences with longer words and the vocabulary profile of their writing improved. We believe that GT can be a useful tool for tertiary EAP students provided they are able to critically assess and correct the output.
Students’ Perception of Google Translate in Improving Writing Skill
Saintara : Jurnal Ilmiah Ilmu-Ilmu Maritim
The aim of this study is to determine the perception on using Google Translate in the third semester of Engineering Students of Akademi Maritim Nusantara Cilacap to improve their writing skill. Ten students were selected as the research participants for this study. The data for this study is obtained by experimental study and questionnaire. The questions consist of the students’ perception in using Google Translate to help them improve their writing skill in EFL and their perception of Google Translate for improving their writing. By using descriptive-qualitative analysis, it is identified that the respondents produce better writing by utilizing Google Translate to help them with their writing task. The study also shows that although there are some disadvantages in using Google Translate, most respondents agree that there are more advantages to it in helping them improve their writing skill. In conclusion, this study reveals that there is positive perception in using Google Translat...
The Use of Google Translate in Efl Essay Writing
LLT Journal: A Journal on Language and Language Teaching
Writing skill is considered a difficult skill for some of the students because of limited vocabulary as well as grammatical weakness. Since the students face this problem, they often take a shortcut if they have a writing assignment, which is using Google Translate (GT). Many studies have focused on this translator to find out the error from GTs output and rarely discuss the way students utilize GT in their language learning. Therefore, this study aims to investigate further the practice of GT in EFL essay writing as wells as its role in language learning. The study was conducted in Universitas Kristen Krida Wacana, involving eight respondents from Ukrida Department of English. Two methods were used, such as mediated-observation and interview. A writing task was given to each respondent and her/his writing process was recorded using screen-recording application. The data collected from the writing task was analyzed by classifying it into appropriate writing aspect while the intervie...
Vision: Journal for Language and Foreign Language Learning, 2023
Although technology use is inevitable among language learners, using Machine Translation (MT), such as Google Translate (GT), remains controversial in language learning. Despite its advances, it may be detrimental to L2 learning when used excessively, especially for those with more limited linguistic resources. This research investigates first-year EFL students' autonomous utilization of GT in writing assignments, explores their awareness of GT's advantages and disadvantages, and assesses their perceived relative reliance on the technology. As many as 85 Indonesian EFL firstyear students participated in this study by completing questionnaires consisting of closed-ended and open-ended questions. Even though most students recognized GT's potential negative impacts on language learning, this study reveals how various factors have contributed to its notably significant usage among them. While most participants reported using GT only occasionally and mainly at the word level, their use for translating longer texts was significantly higher than in previous research involving students at different English competence levels. Additionally, boosting confidence, convenience, and serving as language scaffolding were identified as GT's main benefits, leading to students' reliance on the technology. Most expressed potential difficulty working without GT. Recommendations were made to support less-proficient students, given the growing prevalence of MT in language education.
The Impact of Google Translate on EFL Learners' Writing Performance
In Translation, 2021
As most learners and teachers described, writing is a challenging task due to its different aspects. Accordingly, learners, frequently, tend to transfer from L1 to L2. Technological development brought various tools to help learners overcome their difficulties that Google Translate (GT) is the ideal option among students. Therefore, this study examines the impact GT has on EFL students' writing performance. The research opted for an experimental design wherein 32 second-year students at Badji Mokhtar-Annaba University were under investigation. Results revealed that students' writings slightly enhanced. They produced more unique words, fewer spelling mistakes, better arrangement of ideas, and longer sentences.
Language Students as Critical Users of Google Translate': Pitfalls and Possibilities
Research in Higher Education Journal, 2019
We propose ways of incorporating Google Translate into the teaching of Finnish and Hungarian in a higher education setting at different skill levels. The task types tested in our study were: analytical tasks (dictionary-like exercise, word-building, part-of-word identification), discovery method tasks (elicitation, problem solving), and awareness raising tasks (error correction, text-level error analysis, guided essay writing in the target language). Students were interviewed about their experience as users of Google Translate and the usefulness of the exercises conducted in class. In line with the principles of action research, the survey results enabled the practitioners to reflect on and improve the teaching of two morphologically complex languages, Finnish and Hungarian, and optimise the ways in which Google Translate is used in the language classroom. With the development of their Finnish and Hungarian language skills, students become more critical, and more competent, users of...
The Correlation Between Students’ Perception of Google Translate and Their English Writing Skill
Wacana (Bengkulu), 2022
The aim of this research was to find out the correlation of students' perception of Google Translate and their writing skill. This research was a correlational research. The population of this research was the Fourth Semester English Education Study Program Students of Universitas Bengkulu. The samples were taken by using total sampling. There were 74 students as the samples from two classes of Paragraph Writing subject. There were two research instruments used in this research, Questionnaire and Documentation of student writing score. In analysis data, the researcher used Correlation Product Moment formula developed by Carl Pearson and the researcher using statistical analysis program SPSS. Based on the data analysis, it was found that the r-count was 0.469. It means that the correlation between the students' perception of Google Translate and their writing skill was moderate. As a result of this, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Since r-count 0.469 was higher than the r-table 0.296, the correlation was significant. Based on the research finding, it can be concluded that there was a moderate correlation between students' perception of Google Translate and their writing skill. It means that Google Translate was not a really dominant factor that affects writing skill of the fourth semester students of the English Education Study Program of Universitas Bengkulu.
Title: Using Google Translate as a tool to improve L2 writing
International Journal of Computer-Assisted Language Learning and Teaching 11 (3), 2021
In the present study, two sets of scripts from primary school students were collected, one written in English and the other in their native Chinese on the same topic. The Chinese scripts were translated into English by Google Translate (GT) and compared with the scripts written in English. Sentences in the two sets of passages that were clearly parallel in meaning were then extracted and compared for accuracy, vocabulary, substance and length. Findings revealed that in some cases the GT versions, i.e., those originally written in the native tongue, displayed language that was significantly better that what the students produced when writing in English. Patterns of improvement are analyzed and discussed.
JELT: Journal of English Language Teaching and Linguistics, 2024
This research aimed to discover how students used Google Translate (GT), their refinement efforts, and their perceptions towards using GT in The Translation Class. The research participants were students in The Translation Class of the English Education Study Program at Pattimura University in the academic year 2022/2023. An explanatory sequential mixed method design was used in this study. The qualitative data were obtained from observation and interview and analyzed using thematic analysis. Meanwhile, the quantitative data was obtained from a questionnaire and analyzed using descriptive statistics. The results showed that students mostly used GT to facilitate translation tasks, especially for assignments, learning materials, and new vocabulary. In the classroom, GT was allowed for assignments but prohibited during exams, while students were free to use it at home. Students usually try to translate independently before using GT. They recognized the limitations of GT and made efforts to confirm and improve the translation. Despite these shortcomings, students maintained positive perceptions regarding the usefulness of GT in the Translation Classroom. These findings highlight differences in students' attitudes and perceptions towards GT and its role in translation classrooms.
Is English Academic Writing as Simple as Using Translation Tool?Error Analysis on Students' Abstract
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 2021
Writing is not a spontaneous ability in language learning because it requires both editing and revising, and thus making this skill perceived as an easy task. Students could use a dictionary to help them use a foreign language on any occasion. Nonetheless, these activities may result in several errors in students' writing assignments. Relating to this situation, this study aims at identifying the students’ problems and their grammatical errors during the process of academic writing. In this study, mix-methods were applied in which vocational college students’ writings were documented and interview with the students was conducted. The data on students’ grammatical errors were collected, transcribed, analyzed, and interpreted. The findings show that the students’ errors laid on tense (38.0%), preposition (11.7%), article (11.4%), conjunction (11.4%), omission (8.9%), subject-verb agreement (6.3%) and adverb (2.5%). Meanwhile, based on the interview, to facilitate language competen...