Learning Grammar through Learning to Translate : A Means and an End

Murtisari, Elisabet Titik; Bonar, Gary; Widiningrum, Rindang

doi:10.18823/asiatefl.2020.17.2.30.715

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…Additionally, the technology may assist students in identifying and correcting grammatical errors (Asnas et al, 2023; S. M. Lee, 2020). Engaging in comparing texts in two languages through translation has been found to enhance students' consciousness of grammatical structures (Murtisari et al, 2020). Furthermore, GT's outputs may also be used as L2 models for language learners (S. M. Lee, 2020;Tsai, 2019), which may heighten students' awareness of various aspects of differences between L1 and L2 through translation.…”

Section: Introduction mentioning

confidence: 99%

Google Translate in EFL Freshmen’s Writing Assignments: Uses, Awareness of Benefits and Drawbacks, and Perceived Reliance

Moelyono,

Murtisari,

Kurniawan

et al. 2023

Vis. J. Lang. Foreign Lang. Learn.

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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 examines first-year EFL students’ autonomous use of GT in writing assignments. It assesses their reliance on the technology by examining their awareness of GT’s advantages and disadvantages. As many as 85 Indonesian EFL first-year students participated in this study by completing questionnaires consisting of closed-ended and open-ended questions. Highlighting the dynamic role of Google Translate (GT) in students’ language learning, this study reveals how various factors have contributed to its notably significant usage. 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 technology. Most expressed potential difficulty working without GT. Recommendations were made to support less-proficient students amidst the increasing use of MT in language education.

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Section: Introduction mentioning

confidence: 99%

Google Translate in EFL Freshmen’s Writing Assignments: Uses, Awareness of Benefits and Drawbacks, and Perceived Reliance

Moelyono,

Murtisari,

Kurniawan

et al. 2023

Vis. J. Lang. Foreign Lang. Learn.

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Self‐directed use of machine translation among language learners: Does it lead to disruptive L2 avoidance?

Murtisari,

Kristianto,

Bonar

2024

Foreign Language Annals

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Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower‐proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions of second language (L2) avoidance behavior. We also explored learners' reasons for using MT and the perceived effects on their language learning. Findings from in‐depth interviews with eight second‐year tertiary language learners suggest that using MT could exceed desirable use among such learners in relation to the language learning objectives, resulting in language avoidance. Although MT helped them in completing language tasks, its effects were perceived to be detrimental toward their abilities to express themselves in the L2. As such, the use of MT may lead to purely superficial language learning in formal language programs. These findings suggest language educators need to consider instructional scaffolding in language programs for such learners and guidelines to assist their autonomous use of the tool.

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Learning Grammar through Learning to Translate : A Means and an End

Abstract: The fifteen participants comprised three intermediate, seven upper-intermediate, and five postintermediate students. They were recruited as a cluster on a convenience basis from an available heterogenous class taught by one research team member.

Cited by 2 publications

References 2 publications

Google Translate in EFL Freshmen’s Writing Assignments: Uses, Awareness of Benefits and Drawbacks, and Perceived Reliance

Google Translate in EFL Freshmen’s Writing Assignments: Uses, Awareness of Benefits and Drawbacks, and Perceived Reliance

Self‐directed use of machine translation among language learners: Does it lead to disruptive L2 avoidance?

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