The Impact of Using Machine Translation on EFL Students' Writing

Autor/in	Lee, Sangmin-Michelle
Titel	The Impact of Using Machine Translation on EFL Students' Writing
Quelle	In: Computer Assisted Language Learning, 33 (2020) 3, S.157-175 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Sangmin-Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1553186
Schlagwörter	Translation; Computational Linguistics; English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Student Attitudes; Teaching Methods; Writing (Composition); Editing; Native Language; Error Correction; Grammar; Vocabulary; Language Usage; Writing Strategies; Writing Processes; Revision (Written Composition); Multimedia Instruction; College Students; Foreign Countries; Korean; Language Proficiency; Instructional Effectiveness; South Korea + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Redaktion; Textbearbeitung; Korrektur; Grammatik; Wortschatz; Sprachgebrauch; Schreibtechnik; Multimediales Lernen; Collegestudent; Ausland; Koreanisch; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; Korea; Republik
Abstract	Although it remains controversial, machine translation (MT) has gained popularity both inside and outside of the classroom. Despite the growing number of students using MT, little is known about its use as a pedagogical tool in the EFL classroom. The present study investigated the role of MT as a CALL tool in EFL writing. Most studies on MT as a tool for L2 learning have focused on student postediting of the translation that MT provides; however, the present study employed a different design with students translating their L1 writing into L2 without the help of MT and then correcting their L2 writing using the MT translation for comparison. Text analysis of students' writing outcomes revealed that MT helped to decrease lexico-grammatical errors and improve student revisions. Using MT for revisions also positively affected student writing strategies and helped them think of writing as a process. The interviews and reflection papers demonstrated that students viewed the use of MT during writing positively. This study found that MT can be a useful aid to language learning, but for it to benefit student learning, teachers must be aware of its limitations and provide adequate guidance to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01