Impact of the Google Translate Machine Translation System on the Quality of Training Student Translators

Borodina, Maria

doi:10.14704/web/v18si05/web18214

Cited by 9 publications

(6 citation statements)

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“…Overall, the findings confirm the positive attitudes of both students and teachers towards the use of NMT tools [ 5 , 10 , [13] , [14] , [15] ], as well as its positive impact on students’ achieving results [ 8 , 13 , 16 , 17 ]. However, such learning process might be successful provided that both teachers and students are guided and trained in using the NMT tools [ 3 , 18 ].…”

Section: Introductionsupporting

confidence: 64%

Using DeepL translator in learning English as an applied foreign language – An empirical pilot study

Poláková¹,

Klímová²

2023

Heliyon

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Section: Introductionsupporting

confidence: 64%

Using DeepL translator in learning English as an applied foreign language – An empirical pilot study

Poláková¹,

Klímová²

2023

Heliyon

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“…With access to online translation tools, students have increased their use of their vocabulary Musk (2022). Otherwise, Borodina et al (2021) voiced some translation issues with Google Translate. First, translation blunders can distort the text's original intent.…”

Section: Investigating Academic Writing In Efl Contexts…mentioning

confidence: 99%

Investigating Academic Writing in EFL Contexts: Students’ Voices on Complexities and Coping Strategies

Asnas,

Mustofa,

Ubaidillah

2022

Vis. J. Lang. Foreign Lang. Learn.

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This research aimed to investigate students’ voices regarding the complexities that contribute to challenges and the coping strategies that address academic writing challenges they use in academic writing. Through a qualitative method, four female students majoring in English Education in the eighth semester at a private university in Indonesia were chosen as participants in this study's interview. Data analysis techniques employed include analyzing the data, coding the data, and interpreting the data. The findings indicated that twelve complexities contributed, namely learners’ low motivation, lack of lecturers’ feedback, lack of translation, lack of references, lack of time, lack of research background, low students' self-confidence, lack of experience in writing, lack of proficiency in reading, lack of critical thinking skill, lack of proper preparation in writing, and lack of a supportive writing learning environment. Students used twelve coping strategies for organization, ideas development, vocabulary, grammar, and mechanics. These strategies included exercises, feedback, reading academic papers, extensive reading, Google Translate, QuillBot, Grammarly, and Mendeley for arranging academic style. The implication of this research has been discussed here.

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“…This research provides a review of the latest studies conducted at national and international level about the integration of automatic translators in language learning like the research named Influencia de los traductores automáticos en el proceso de escritura en inglés de los estudiantes de la licenciatura en inglés-español de la Universidad Pontificia Bolivariana (Castaño y Jaramillo, 2019) carried out in Colombia and the Impact of the Google Translate Machine Translation System on the Quality of Training Student Translators (Borodina, Golubeva, & Korotaeva, 2021) at an international level. They examine the real impact on communication skills with a focus on English language learners.…”

Section: Introductionmentioning

confidence: 99%

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López-González,

Pinzón-Alarcón

2023

pnrm

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El objetivo principal del siguiente estudio de investigación es indagar sobre la efectividad del uso de Google Traductor en el perfeccionamiento de las competencias de producción en los alumnos del idioma inglés de nivel A2 en Bogotá, Colombia. El estudio utiliza un diseño de investigación mixta con el objetivo de recopilar datos a través de un cuestionario de 15 preguntas en Google Forms y ejercicios prácticos tomados del examen KEY. El cuestionario explora la frecuencia de las actividades de escritura y habla en la clase de inglés, el uso de Google Traductor para completar estas actividades y el nivel de comodidad de los estudiantes al usar esta herramienta. De igual forma, a través de un ejercicio de escritura y de habla se evidencia si el uso de Google Traductor facilita a los estudiantes la producción de documentos escritos, la comprensión de conferencias y conversaciones y la comunicación efectiva en inglés. Los hallazgos de la investigación muestran que el uso de Google Traductor puede ser una herramienta efectiva para mejorar los resultados del aprendizaje de idiomas, especialmente en las áreas de escritura y habla. Se concluye que incorporar traductores simultáneos en el proceso de aprendizaje de idiomas puede ser beneficioso tanto para los estudiantes como para los profesores, pero es importante usarlo de manera que complemente los métodos tradicionales de aprendizaje de idiomas, en lugar de reemplazarlos. Igualmente, se recomienda que los profesores proporcionen pautas claras para el uso de Google Traductor y animen a los estudiantes a usarlo como una herramienta para el aprendizaje en lugar de un atajo. En general, este estudio proporciona información valiosa sobre los posibles beneficios y desafíos del uso de traductores automáticos en el aprendizaje de idiomas y ofrece recomendaciones prácticas para incorporarlos en el entorno del aula.

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Impact of the Google Translate Machine Translation System on the Quality of Training Student Translators

Cited by 9 publications

References 0 publications

Using DeepL translator in learning English as an applied foreign language – An empirical pilot study

Using DeepL translator in learning English as an applied foreign language – An empirical pilot study

Investigating Academic Writing in EFL Contexts: Students’ Voices on Complexities and Coping Strategies

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