Attitudes to the use of Google Translate for L2 production: analysis of chatroom discussions among UK secondary school students

Organ, Alison

doi:10.1080/09571736.2021.2023896

Cited by 7 publications

(6 citation statements)

References 35 publications

(45 reference statements)

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“…Machine translation has proven to be more effective and accurate for word selection than students' lexical choices from the dictionary [5]. Furthermore, in other studies, students favored five writing modes [38] and the speech function possessed by most translation tools [36]. Students could choose any mode, e.g., photo taking, handwriting, or letter typing, to write on and carry out the application [38].…”

Section: Students' Attitudesmentioning

confidence: 99%

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A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

Deng

2022

Sustainability

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With the rapid development of artificial intelligence, machine translation (MT) has gained popularity in recent years. This study aims to present a systematic review of literature on MT-assisted language learning in terms of main users, theoretical frameworks, users’ attitudes, and the ways in which MT tools are integrated with language teaching and learning. To this end, relevant peer-reviewed articles (n = 26) were selected through the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for further analysis. The findings revealed that the main MT users were undergraduate and graduate students. Both teachers and students held mixed attitudes for different reasons. It was also found that MT integration followed four steps, i.e., introduction, demonstration, task assignment, and reflection. The procedures of MT integration could be updated and perfected by introducing other features in the future.

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Section: Students' Attitudesmentioning

confidence: 99%

“…Occasionally, translation tools failed to identify languages because they do not take a standardized form, e.g., in the case of Tagalog [35]. Technical issues [41,42] and cheating [33,36] were also responsible for students' negative attitudes.…”

Section: Students' Attitudesmentioning

confidence: 99%

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

Deng

2022

Sustainability

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“…Prior to the emergence of ChatGPT, intelligent chatbots have caught language educators' attention since they can help learners enhance their target language skills in an instant and realistic manner (Fryer et al, 2020). AI-driven chatbots, such as QuillBot, Google Translate, and Grammarly have been widely used to assist language learning due to their capabilities to provide rich linguistic input, human-like conversation practice, promote learners' interest, and contribute to their overall language performance (Ebadi et al, 2023;Nurmayanti & Suryadi, 2023;Organ, 2023). The chatbots' affordances enable learners to learn and practice language skills anywhere and anytime because they are freely accessible 24/7 (Huang et al, 2022).…”

Section: Explored the Roles And Research Focus Of Ai In Languagementioning

confidence: 99%

The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations

Nugroho,

Putro,

Syamsi

2023

REGISTER J.

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The present study aims to unpack the potentials of ChatGPT for language learning based on students’ perspectives. Specifically, this study scrutinizes language learning needs that can be fulfilled by ChatGPT, potential benefits of ChatGPT, and limitations of ChatGPT for language education. Drawing on exploratory case study, this study involves 18 language students majoring in English education and linguistic studies from two public universities in Indonesia. The findings of semi-structured interviews and FGD reveal that ChatGPT shows great promise as a digital platform that can support personalize learning, stimulate authentic interactions, and boost student productivity. This study suggests that students can gain several advantages from ChatGPT to support their language learning, such as enhancing their writing skills (e.g., translation, paraphrasing, outlining, and receiving assistance with grammar and syntax), improving vocabulary acquisition, providing learning materials, and serving as conversation partner. However, students might encounter certain challenges when using ChatGPT for language learning, such as the risk of cheating and plagiarism, inaccurate responses, and ambiguous information which can lead to confusion and misunderstanding. This study offers fruitful insights for language education stakeholders (especially teachers and students) to enhance their digital competencies specifically related to the use of AI tools in language education.

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“…Research shows that students, in their language acquisition, rely on each other and admit to each other that they use Google Translate for homework and a variety of assignments, which, according to the author, reveals a lack of confidence in their own abilities and a reluctance to approach their teachers about it in many circumstances [33]. Moreover, in many cases, the practice of MT is even considered as cheating by language teachers [30,34].…”

Section: Literature Overviewmentioning

confidence: 99%

A Snapshot of Children’s Attitudes toward Machine Translation

2022

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Technologies offered and used on the Internet play a significant part in the lives of children; nevertheless, little research has been done on how children view and use machine translation (MT). According to recent literature, there are various benefits to using MT in teaching/learning foreign languages, such as more fluent writing, more effective communication, and fewer errors. Nevertheless, the use of MT in classroom settings is often viewed as problematic by language teachers. Despite the fact that a vast number of students have used MT for various purposes or have tried experimenting with MT for certain academic or entertainment purposes, they seem to have mixed feelings about it. The present qualitative study is based on semi-structured interviews and aims to capture a snapshot of Lithuanian children’s perceptions and awareness of MT technologies. The results of the interviews reveal that children mostly find out about MT as a result of their own efforts and employ MT tools for a variety of purposes; however, at school no systematic guidance and/or support in terms of MT use is provided and children tend to perceive that their teachers generally hold negative attitudes towards MT.

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Attitudes to the use of Google Translate for L2 production: analysis of chatroom discussions among UK secondary school students

Abstract: Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Cited by 7 publications

References 35 publications

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations

A Snapshot of Children’s Attitudes toward Machine Translation

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