The impact of using machine translation on EFL students’ writing

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.

Keywords:

• Machine translation
• L2 writing
• revision
• writing strategies

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Sangmin-Michelle Lee

Sangmin-Michelle Lee is Professor in the School of Global Communication at Kyung Hee University, S. Korea. She is the author of English textbooks, digital language learning materials and articles related to technology-supported language learning, second language writing and creativity.