620
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Recursive editing with Google Translate: the impact on writing and error correction

, ORCID Icon & ORCID Icon

References

  • Briggs, N. (2018). Neural machine translation tools in the language learning classroom: Students’ use, perceptions, and analyses. Jaltcall Journal, 14(1), 3–24. https://doi.org/10.29140/jaltcall.v14n1.221
  • Cancino, M., & Panes, J. (2021). The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners. System, 98, 102464. https://doi.org/10.1016/j.system.2021.102464
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2006). Analysis of discourse features and verification of scoring levels for independent and integrated tasks for the new TOEFL (TOEFL Monograph No.MS-30 RM 05–13). Educational Testing Service. https://doi.org/10.1002/j.2333-8504.2005.tb01990.x
  • Ducar, C., & Schocket, D. H. (2018). Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google Translate. Foreign Language Annals, 51(4), 779–795. https://doi.org/10.1111/flan.12366
  • Fredholm, K. (2015). Online translation use in Spanish as a foreign language essay writing: Effects on fluency, complexity and accuracy. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 18, 7–24.
  • García, I., & Pena, M. I. (2011). Machine translation-assisted language learning: Writing for beginners. Computer Assisted Language Learning, 24(5), 471–487. https://doi.org/10.1080/09588221.2011.582687
  • Gebril, A., & Plakans, L. (2013). Toward a transparent construct of reading-to-write tasks: The relationship between discourse features and proficiency. Language Assessment Quarterly, 10, 9–27. https://doi.org/10.1080/15434303.2011.642040
  • Giannetti, T. R. (2016). Google Translate as a resource for writing: A study of error production in seventh grade Spanish. [Master thesis]. Fisher Digital Publication. https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1358&context=education_ETD_masters
  • Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112–121. https://doi.org/10.1016/j.esp.2014.09.001
  • Josefsson, E. (2011, September 11). Contemporary approaches to translation in the classroom: A study of students’ attitudes and strategies). DiVA. https://www.diva-portal.org/smash/get/diva2:519125/FULLTEXT01.pdf
  • Kelly, N., & Bruen, J. (2015). Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours. Language Teaching Research, 19(2), 150–168. https://doi.org/10.1177/1362168814541720
  • Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51, 205–218. https://doi.org/10.1111/flan.12318
  • Kliffer, M. D. (2005) An experiment in MT post-editing by a class of intermediate/advanced French majors [Paper presentation]. Proceedings EAMT 10th Annual Conference (pp. 160–165). Budapest, Hungary.
  • Lagemann, E. C. (2002). An elusive science: The troubling history of education research. University of Chicago Press.
  • Lee, S. M. (2020). The impact of using machine translation on EFL students’ writing. Computer Assisted Language Learning, 33(3), 157–175. https://doi.org/10.1080/09588221.2018.1553186
  • Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474–496. https://doi.org/10.1075/ijcl.15.4.02lu
  • Martin, S. (2015). Measuring cognitive load and cognition: Metrics for technology-enhanced learning. Educational Research and Evaluation, 20(78), 592–621. https://doi.org/10.1080/13803611.2014.997140
  • Niño, A. (2008). Evaluating the use of machine translation post-editing in the foreign language class. Computer Assisted Language Learning, 21(1), 29–49. https://doi.org/10.1080/09588220701865482
  • Niño, A. (2009). Machine translation in foreign language learning: Language learners’ and tutors’ perceptions of its advantages and disadvantages. ReCALL, 21(2), 241–258. https://doi.org/10.1017/S0958344009000172
  • Niño, A. (2020). Exploring the use of online machine translation for independent language learning. Research in Learning Technology, 28, 1–32. https://doi.org/10.25304/rlt.v28.2402
  • O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406919899220
  • O’Neill, E. M. (2019). Training students to use online translators and dictionaries: The impact on second language writing scores. International Journal of Research Studies in Language Learning, 8(2), 46–66. https://doi.org/10.5861/ijrsll.2019.4002
  • Plakans, L., Gebril, A., & Bilki, Z. (2019). Shaping a score: Complexity, accuracy, and fluency in integrated writing performances. Language Testing, 36(2), 161–179. https://doi.org/10.1177/0265532216669537
  • Popović, M. (2020). Informative manual evaluation of machine translation output. Proceedings of the 28th International Conference on Computational Linguistics (pp. 5059–5069). https://doi.org/10.18653/v1/2020.coling-main.444
  • Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32(3), 761–786. https://doi.org/10.1007/s11145-018-9887-9
  • Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic frame- work for examining task influences in SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287–318). Cambridge University Press.
  • Sawyer, R. K. (2014). Introduction: The new science of learning. In The Cambridge handbook of the learning sciences (2nd ed.). https://doi.org/10.1017/CBO9781139519526
  • Shei, C.-C. (2002) Teaching MT through pre-editing: Three case studies [Paper presentation]. 6th EAMT Workshop Teaching Machine Translation (pp. 89–98). Manchester, United Kingdom.
  • Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, and fluency and lexis. Applied Linguistics, 30(4), 510–532. https://doi.org/10.1093/applin/amp047
  • Somers, H., Gaspari, F., & Niño, A. (2006 Detecting inappropriate use of free online machine translation by language students – A special case of plagiarism detection [Paper presentation]. Proceedings of the 11th Annual Conference of European Association for Machine Translation (pp. 41–48). Oslo, Norway.
  • Stapleton, P., & Leung Ka Kin, B. (2019). Assessing the accuracy and teachers’ impressions of Google Translate: A study of primary L2 writers in Hong Kong. English for Specific Purposes, 56, 18–34. https://doi.org/10.1016/j.esp.2019.07.001
  • Storch, N. (2009). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 18(2), 103–118. https://doi.org/10.1016/j.jslw.2009.02.003
  • Tsai, S. C. (2019). Using Google Translate in EFL drafts: A preliminary investigation. Computer Assisted Language Learning, 32(56), 510–526. https://doi.org/10.1080/09588221.2018.1527361
  • Valijärvi, R. L., & Tarsoly, E. (2019). Language students as critical users of Google Translate: Pitfalls and possibilities. Practitioner Research in Higher Education Journal, 12(1), 61–74.
  • Vygotsky, L. (1978). Mind in society. Harvard University Press.
  • Yoon, H. J., & Polio, C. (2017). The linguistic development of students of English as a second language in two written genres. TESOL Quarterly, 51(2), 275–301. https://doi.org/10.1002/tesq.296

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.