Machine translation literacy: a panorama of practices at Swiss
                        universities and implications for language teaching

Benites, Alice Delorme; Kureth, Sara Cotelli; Lehr, Caroline; Steele, Elizabeth

doi:10.14705/rpnet.2021.54.1313

Cited by 7 publications

(8 citation statements)

References 11 publications

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“…MT literacy is also referred to for the first time, due to the increasing research outputs on the topic and the associated societal impact of MT usage (e.g. Bowker and Ciro 2019;Delorme Benites et al 2021;Kenny 2022;Krüger and Hackenbuchner 2022).…”

Section: Pe Trainingmentioning

confidence: 99%

Does training in post-editing affect creativity?

Guerberof-Arenas,

Valdez,

Dorst

2024

JoSTrans

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This article presents the results of an experiment with eleven students from two universities that translated and post-edited three literary texts distributed on the first and last days of their translation technology modules. The source texts were marked with units of creative potential to assess creativity in the target texts (before and after training). The texts were subsequently reviewed by an independent professional literary translator and translation trainer. The results show that there is no quantitative evidence to conclude that the training significantly affects students’ creativity. However, after the training, a change is observed both in the quantitative data and in the reflective essays, i.e. the students are more willing to try creative shifts and they feel more confident to tackle machine translation (MT) issues, while also showing a higher number of errors. Further, we observe that students have a higher degree of creativity in human translation (HT), but significantly fewer errors in post-editing (PE) overall, especially at the start of the training, than in HT.

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Section: Pe Trainingmentioning

confidence: 99%

Does training in post-editing affect creativity?

Guerberof-Arenas,

Valdez,

Dorst

2024

JoSTrans

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“…Language learners' frequent and extensive use of machine translation (MT) has been shown in several survey studies indicating MT is used in many aspects of language learning, both in and outside of class (Briggs, 2018;Clifford et al, 2013;Jolley & Maimone, 2015;). Recent studies find that on average more than 90% of language students use MT, and more than half of them use them regularly (more than once a week) (Delorme Benites et al, 2021;Kok Wei, 2021). Studies also document the students' recognition of practical benefits of MT, including fast and free access (Garcia & Pena, 2011), quick correction of spelling and grammar errors (Ducar & Schocket, 2018) and capability of multimodal inputs (Niño, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies investigating the accuracy of MT outputs found differences in terms of translation units (e.g., word or phrase vs sentence or paragraph), MT types, text types and language pair (Lee, 2021). Although students seem to be generally satisfied with the accuracy of MT outputs (Delorme Benites et al, 2021;Kok Wei, 2021), studies indicate that how students use MT outputs is significantly correlated with learners' proficiency levels. Higher-proficiency learners seem to be more successful in detecting and correcting errors in MT outputs and using MT outputs to revise their L2 writing (Chung, 2020;Lee & Briggs, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…At present, studies on students' practice and perceptions of MTs mainly focus either on a specific MT tool such as Google Translate (Briggs, 2018;Kok Wei, 2021) or investigate general MT use (Clifford et al, 2013;Delorme Benites et al, 2021). Lee (2020), in her meta-analysis of existing MT studies, points out that the majority of studies examine a single language pair, with English-Spanish being the most common.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Translations for words, phrases or entire conversations can be entered by text, typed or finger-traced, or by voice, which in turn can be instantly transcribed. According to Google, the translator is used daily by over 500 million people, and as studies have shown, by numerous language students (Briggs, 2018;Delorme Benites et al, 2021;Kok Wei, 2021), while language teachers still remain sceptical about their place in language education (Grove & Mundt, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Online machine translation for L2 writing across languages and proficiency levels

Alm¹,

Watanabe²

2022

AJAL

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Using machine translation (MT) tools for language learning has become a common practice among language students in recent years. Studies have investigated how students use MT, how students and teachers perceive its benefits and drawbacks and how helpful it is for language learning. These studies indicate that students think MT tools are helpful in L2 writing due to their quick and easy access and use them in many aspects of L2 writing, such as vocabulary search, grammar checking, and writing revisions. However, concerns for the accuracy of outputs, the effectiveness of MT for language learn-ing and academic integrity are shared among students and teachers. This present study is based on a survey of 12 teachers and 150 students across five different languages and three proficiency levels at a tertiary institution in New Zealand. The quantitative and qualitative data were analysed to compare MT use and perceptions among proficiency levels and languages as well as between teachers and stu-dents. The findings reveal patterns that indicate different practices and perceptions between students of non-alphabet-based and alphabet-based languages. The analysis also demonstrates correlations between advanced-level students and more sophisticated and critical use of MT. With the proliferation of MT tools with neural machine translation (NMT) systems and improvement in their accuracy, the findings of this study contribute to the understanding of MT literacy to ensure effective and critical use of MT with an awareness of unique contexts and expectations of L2 writing in different language courses.

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