Investigating Students’ Attitudes Towards Integrating Machine Translation In The Efl Classroom: The Case Of Google Translate

Résumé: This paper delves into the potential of machine translation tools, with a specific focus on Google Translate, to expand their role beyond traditional translation tasks to enhance language learning in EFL classrooms. While machine translation tools have become integral to translator training programs, their utilization in language education remains limited and understudied. The present study attempts to highlight the promising avenues for innovative pedagogy in language education by incorporating machine translation tools and EFL students’ attitudes towards them. It explores the application of machine translation in the context of English language acquisition for non-native speakers. The results demonstrate that students consider machine translation as a useful strategy for learning English, and Google Translate (GT) offers advantages in vocabulary expansion and quick translations. However, its limitations, such as reduced accuracy for longer texts and the inability to process idiomatic expressions, necessitate careful consideration when integrating it into language learning curricula. GT can be a supplementary tool to support learners, but it should not replace conventional language learning methods. Ultimately, this research emphasizes the need for cautious guidance and monitoring when utilizing automated translation to ensure effective language learning outcomes, bridging the gap between translation and language education while acknowledging the tool's limitations.

Publié dans la revue: Langues & Cultures