Machine Translation in Language Acquisition: A Study on EFL Students' Perceptions and Practices in Saudi Arabia and South Korea

Autor/inn/en	Almusharraf, Asma; Bailey, Daniel
Titel	Machine Translation in Language Acquisition: A Study on EFL Students' Perceptions and Practices in Saudi Arabia and South Korea
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 6, S.1988-2003 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almusharraf, Asma) ORCID (Bailey, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12857
Schlagwörter	Translation; Computational Linguistics; Language Acquisition; Second Language Learning; English (Second Language); Student Attitudes; College Students; Foreign Countries; Accuracy; Technology Uses in Education; Comparative Education; Cross Cultural Studies; Pronunciation; Writing Instruction; Revision (Written Composition); Saudi Arabia; South Korea + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Collegestudent; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Aussprache; Schreibunterricht; Korrektur; Saudi-Arabien; Korea; Republik
Abstract	Background: Language learners are taking advantage of the increased accuracy afforded by machine translation (MT) tools like Google Translate. There is a growing debate as to whether these tools support or hinder English as a foreign language (EFL) education. Some EFL students are drawn to MT tools to save time and energy when communicating, but how this use relates to second language acquisition needs to be clarified. Objective: This study investigated the perceptions and practices of MT tools among university EFL students in Saudi Arabia and South Korea. Methods: The study surveyed Saudi (n = 310) and South Korean (n = 160) university students to explore the use of MT tools in EFL learning. It used mean scores, correlation analysis, and structural equation modelling to understand the perceived benefits and limitations of MT tools and their influence on the use of translation websites. The findings were triangulated using content analysis of open-ended items. Results and Conclusion: Findings indicate students showed a high level of acceptance and utilization of MT tools. English avoidance behaviour (B = 0.43), benefits (B = 0.32), and foreign language proficiency (B = -0.19) predicted 61% of actual use of MT tools like Google Translate. Further, students frequently used MT tools despite the reported concerns about accuracy mistakes. Saudi students listed a more comprehensive array of why they use MT tools than Korean students, while Saudis and Koreans frequently used MT tools for individual word and sentence translations. Implications: Students should edit MT output when writing and are encouraged to use the voice recording and other functions of MT tools to learn language skills. Instructors must prevent overuse and dependency on MT tools, especially among low-proficiency students who want to avoid using English. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01