"Should I Submit a Blank Assignment?!!": The Effect of Machine Translation on the Writing Process and Performance among Thai EFL Students with Low English Proficiency

Autor/in	Nattharmma Namfah
Titel	"Should I Submit a Blank Assignment?!!": The Effect of Machine Translation on the Writing Process and Performance among Thai EFL Students with Low English Proficiency
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 17 (2024) 2, S. 134-162 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Forschungsbericht; Translation; Computational Linguistics; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Assignments; Native Language; Thai; Foreign Countries; Writing Processes; Grade 9; Writing Skills; Writing Assignments; Protocol Analysis; Student Attitudes; Revision (Written Composition); Decision Making; Thailand + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Assignment; Auftrag; Zuweisung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Writing skill; Schreibfertigkeit; Schülerverhalten; Korrektur; Decision-making; Entscheidungsfindung
Abstract	This study explores how machine translation (MT) influences the English writing process and performance of 29 9th-grade EFL students with limited English proficiency. Over 10 writing tasks conducted during the semester, participants had varied accessibility to MT. The research compared their performance when MT was permitted versus when it was not, assessed through evaluations of their assignments. Employing the technology acceptance model (TAM) as the analytical framework, the study utilized teacher notes and retrospective think-aloud interviews to glean insights into participants' MT usage and the influencing factors. Results indicate that MT usage significantly enhances final writing outcomes. A closer examination revealed that participants with MT access predominantly used writing strategies during the planning phase but evaded the drafting and reviewing processes. They tended to compose assignments in their native language (L1), which was Thai, and directly translate them into English when utilizing MT. Conversely, when MT was unavailable, many participants abandoned the tasks entirely. Factors like perceived limited linguistic competence, disengagement from the writing process, ease of MT accessibility, perceived effectiveness of MT, and peer influence were critical determinants in their MT usage decisions. This study emphasizes the need for guiding effective integration of MT as a supportive tool, discouraging overreliance. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04