Teacher Perspectives of Machine Translation in the EFL Writing Classroom

Abstract

This is a study investigating instructor belief on students’ use of machine translation (MT) for language learning in the EFL writing classroom, and how teachers react when they discover students have been using machine translation. A qualitative research design with a constructivist approach, based on the Naturalistic Inquiry of Lincoln and Guba (1985) was used. Four experienced English teachers at Japanese universities were selected as participants. Interview questions on teacher beliefs were developed using findings in related literature. After interviews with the participants, a deep assessment of the interview transcripts and follow-up questions were conducted. The assessment followed Maxwell’s (2012) guidelines of descriptive, interpretive, and theoretical validity. Then values coding (Saldaña, 2021) was used and several key themes on the beliefs of teachers emerged. The teachers were in support of embracing the technology of MT for classes. Moving forward, such teachers might benefit from training on integrating MT appropriately and effectively. 本研究では、EFLのライティング授業において、生徒が言語学習で機械翻訳（MT）を使用することに対する教員の信念と、学生による機械翻訳の使用が発覚した際の教員の反応を調査した。Lincoln & Guba（1985）の自然主義的探究に基づく構成主義的手法による質的研究デザインを用い、日本の大学において、4名の経験豊富な英語教員を参加者として選定し、関連文献の知見をもとに、教員の信念に関するインタビューの質問リストを作成した。参加者とのインタビューの後、Maxwell（2012）の記述的妥当性、解釈的妥当性、理論的妥当性の指標に従い、インタビュー筆記録及び、フォローアップ質問の記録の深い評価を実施した。次にSaldaña（2021）の価値観コーディングを用いたところ、教員の信念に関する重要なテーマが浮かび上がった。教員達は授業でMTの利用を取り入れることをに肯定的であった。今後、こうした教員達は、MTを適切かつ効果的に利用するためのトレーニングから恩恵を受けられるかもしれない。

EuroCALL 2023. CALL for all Languages - Short Papers

“…The items are available in bilingual format, and participants received the Japanese version. Following recommendations outlined by Messick (1989) on construct validity (content, substantive, structural, and generalizability), and Nemoto and Beglar (2014) for Likert scale item design, the 41 Likert scale items were generated by adapting items used in studies on MT, and by developing original items through a qualitative study by Uehara (2023a). The instrument was reviewed for feedback by four university instructors currently in a TESOL PhD program.…”