Tool usage and effectiveness among L2 Spanish computer writers

Tight, Daniel G.

doi:10.12795/elia.2017.i17.07

Cited by 4 publications

(5 citation statements)

References 21 publications

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“…The design described below closely follows that of O'Neill (2016), with the addition of two new elements: the use of online dictionaries by two of the groups (O'Neill focused only on online translation) and a Delayed Posttest (which was absent from O 'Neill, 2016). The study also differs from previous work such as Steding (2009), which focused on ethical issues and preventing online translation use; Tight (2017), which discussed instructing students about strengths and weaknesses of OTs but did not involve subsequent comparison of OT use with students using ODs or no tool; White and Heidrich 2013, which was an experimental study, but looked only at post-editing of online translation output, not at the effects of training or differences between OTs and ODs; and Wuttikrikunlaya et al (2018), another experimental study in which students could use any tool they chose, but which did not seek to tease out the impact of each tool individually on student writing. The current study's design was approved by the author's Institutional Review Board (IRB), ensuring the appropriateness of the protocol used and the informed consent of participants in human subjects research.…”

Section: Methodsmentioning

confidence: 80%

Training students to use online translators and dictionaries: The impact on second language writing scores

O'Neill¹

2019

IJRSLL

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Online translators have become an ever-present component of language learning. Recent research has found that online translators are used for graded work at least sometimes by 87.7% of intermediate students learning Spanish and French (O'Neill, 2019). The same percentage of students self-reports using online dictionaries. Given how widespread these tools are, the impact of their usage needs to be explored. Although some research has looked into the effects of online translation on writing, no previous study has compared the composition scores of students using online translators with those using online dictionaries. This article reports the results of a study with over 1,000 compositions written by students in one of five groups: online translation use after training, online translation use with no training, online dictionary use after training, online dictionary use without training, and writing with the use of neither of these tools. The results (p < 0.05) show that students who used Google Translate after training scored the highest of all five groups on both experimental writing tasks, followed by those who used an online dictionary with prior training. The group that fared the least well was that which used neither tool. A posttest and delayed posttest however showed mixed results for online translators. Based on these findings, and given the difficulty of prohibiting the use of these tools on graded work outside the classroom, the author argues for training students in the responsible use of online dictionaries and translators for second language writing.

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Section: Methodsmentioning

confidence: 80%

Training students to use online translators and dictionaries: The impact on second language writing scores

O'Neill¹

2019

IJRSLL

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“…More recent research has extended this work to consider how learners use computers to write (e.g., Elola et al, 2008; Severinson Eklundh & Kollberg, 1996) using actual computer recordings of writing task completion (e.g., Kessler, 2020; Levy & Ransdell, 1994; Schumacher et al, 1984). Overall, this research has shown that L2 writers use online tools widely, idiosyncratically, and for a variety of purposes (Elola et al, 2008; Lai & Chen, 2015; Tight, 2017; Yoon, 2016a, 2016b). Online tool usage leads L2 writers to varied levels of success based on numerous factors (Caws et al, 2017), such as understanding of tool affordances (Yoon, 2016b) and metalinguistic knowledge (Elola et al, 2008).…”

Section: Literature Reviewmentioning

confidence: 93%

“…One set of tools that has received limited attention are MT tools–tools that rely on software to automatically translate text from one language to another (Qun & Xiaojun, 2015, p. 105). Indeed, only a handful of computer‐tracking studies have looked at MT and writing (e.g., Garcia & Pena, 2011; Tight, 2017). For example, Tight, (2017) used screen recording and recalls to observe how L2 learners of Spanish interacted with online tools, finding that while learners used these tools, including MT, frequently, their success related to different factors, such as knowledge of the home language.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Indeed, only a handful of computer‐tracking studies have looked at MT and writing (e.g., Garcia & Pena, 2011; Tight, 2017). For example, Tight, (2017) used screen recording and recalls to observe how L2 learners of Spanish interacted with online tools, finding that while learners used these tools, including MT, frequently, their success related to different factors, such as knowledge of the home language. However, our knowledge of how students actually use current versions of MT tools remains limited, particularly across languages.…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating L2 writers' uses of machine translation and other online tools

Vinall,

Wen,

Hellmich

2023

Foreign Language Annals

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New technologies have had a substantial impact on L2 learners' writing processes. Given the continuous nature of technological evolution, more work is needed to document L2 writers' learner‐initiated technology use, particularly their use of machine translation (MT) tools. This need is further solidified by recent calls for new pedagogical approaches to better prepare learners to use MT critically. The current study uses screen recordings, retrospective recall, and interviews to document what online tools L2 writers' use, how they use them, and what factors influence this use. Findings reveal that participants overwhelmingly rely on MT tools while writing. Moreover, they engage in complex actions with MT tools, which are influenced by language knowledge, beliefs about online tools, their own perceived roles in the writing process, and classroom policies. The paper ends with a consideration of the struggles that emerge to consider their pedagogical implications for supporting critical online tool use.

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“…It is possible that the results of the learning process could be negatively affected by using these types of technology. Research subjects who took part in (Tight's 2017) examination of Spanish language students' employment of digital writing tools commented that novice writers frequently needed better work. The researcher is confident that extra instructional input is required to improve the efficacy of the technologies currently being utilized.…”

Section: Tips and Tools For Writing In The Digital Agementioning

confidence: 99%

Utilizing Artificial Intelligence Technologies in Saudi EFL Tertiary Level Classrooms

AbdAlgane

Othman

2023

JICC

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This study focuses on the employment of AI technology in regular, day-to-day activities, such as when Google Translate or Bing Translator are encouraged alongside various programs and applications. It also evaluates and empirically demonstrates the subjects of writing with AI technologies, computer-assisted language learning (CALL), machine translation (MT), and automatic evaluation systems (AESs) in order to offer solutions for enhanced communication training in Saudi Arabia's EFL system. Word tune is an artificial intelligence (AI)-driven writing assistant that can understand the writer's ideas and suggest alternative rewrites (e.g., shorten, expand). This program assists writers of English as a foreign language to maintain a steady flow and acquire useful English expressions. This research made use of questionnaires as a method for collecting data and then ran those responses through SPSS for analysis. The use of artificial intelligence (AI) technology in English as a foreign language (EFL) settings has been shown to facilitate the English language learning (ELT) process and to keep both teachers and students up to date on recent technological developments. This exploratory investigation demonstrated that all digital and AI-powered devices have the potential to assist in teaching and learning. Consequently, the pedagogical component of future education can be developed using an AI framework.

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Tool usage and effectiveness among L2 Spanish computer writers

Abstract: This study describes the tools employed by intermediate learners of Spanish (N =12

Cited by 4 publications

References 21 publications

Training students to use online translators and dictionaries: The impact on second language writing scores

Training students to use online translators and dictionaries: The impact on second language writing scores

Investigating L2 writers' uses of machine translation and other online tools

Utilizing Artificial Intelligence Technologies in Saudi EFL Tertiary Level Classrooms

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