INDONESIAN EFL STUDENTS’ PERCEPTION OF GOOGLE TRANSLATE UTILIZATION AS A TRANSLINGUAL TOOL IN WRITING CLASS
DOI:
https://doi.org/10.33603/ef8wqz06Keywords:
Artificial Intelligence, Online questioner, Online translation, Phenomenological case study, Vocabulary enhancementAbstract
This study aims to determine how students feel about utilizing Google Translate as a Translating tool when writing in EFL classes. Ten English education majors in their seventh semester participated in this phenomenological case study. data was collected from three participants who were specially chosen based on their responses to the online questionnaires, as well as an online questionnaire distributed to all participants. The data analysis showed that using Google Translate for EFL writing was favorably received. furthermore, they thought Google Translate was helpful since it helped them translate their writing and enhance their vocabulary. it appears that utilizing artificial intelligence (AI) in the form of online translation their written work. According to this study, incorporating AI-based technology into EFL writing will be beneficial in various ways. However, further research is needed to determine the relative impact of each element influencing students' use of AI-based translation tools, particularly Google Translate.
References
Ammade, S., Fitra Ramadhani, M., & Rahman, A. W. (2023). GOOGLE TRANSLATE AS ENGLISH LEARNING TOOL ASSISTANCE FOR NON-ENGLISH DEPARTMENTS STUDENTS: STUDENTS’ PERCEPTION. Klasikal: Journal of Education, Language Teaching and Science, 5(1), 167–181.
Beare, S., & Bourdages, J. S. (2007). Skilled Writers’ Generating Strategies in L1 and L2: An Exploratory Study. In Writing and Cognition (Vol. 10, pp. 151–161). Elsevier Ltd. https://doi.org/10.1163/9781849508223_011
Canagarajah, S. (2011). Special Issue: Toward a Multilingual Approach in the Study of Multilingualism in School Contexts. The Modern Language Journal, 95(3), 401–417.
Centeno‐Cortés, B., & Jiménez Jiménez, A. F. (2004). Problem‐solving tasks in a foreign language: the importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14(1), 7–35. https://doi.org/10.1111/j.1473-4192.2004.00052.x
Chon, Y. V., Shin, D., & Kim, G. E. (2021). Comparing L2 learners’ writing against parallel machine-translated texts: Raters’ assessment, linguistic complexity and errors. Jounal Pre-Proof, 96, 102–408. https://doi.org/10.1016/j.system.2020.102408
Clifford, J., Merschel, L., & Munné, J. (2013). Surveying the Landscape: What is the Role of Machine Translation in Language Learning? Revistad’innovacióeducativa, 108–121. https://doi.org/10.7203/attic.10.2228
Cohen, A. D., & Brooks, C. A. (2001). Research on Direct versus Translated Writing: Students’ Strategies and Their Results. The Modern Language Journal, 85(2), 169–188.
Daems, J., Carl, M., Vandepitte, S., Hartsuiker, R., & Macken, L. (2016). The Effectiveness of Consulting External Resources During Translation and Post-editing of General Text Types. In New Frontiers in Translation Studies (pp. 111–133). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-319-20358-4_6
Druce, P. M. (2012). Attitude to the use of L1 and translation in second language teaching and learning. Journal of Second Language Teaching and Research, 2(1), 60–85.
Flores, N., & Schissel, J. L. (2014). Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform. TESOL Quarterly, 48(3), 454–479. https://doi.org/10.1002/tesq.182
Garcia, 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
Jolley, J. R., & Maimone, L. (n.d.). Free Online Machine Translation: Use and Perceptions by Spanish Students and Instructors. In Free Online Machine Translation (Vol. 9, pp. 181–200).
Knutson, E. M. (2006). Thinking in English, Writing in French. The French Review, 80(1), 88–109.
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
Leonardi, V. (2010). The Role of Pedagogical Translation in Second Language Acquisition. Peter Lang CH. https://doi.org/10.3726/978-3-0351-0071-6
Okasha, M. A., & Hamdi, S. A. (2014). Using strategic writing techniques for promoting EFL writing skills and attitudes. Journal of Language Teaching and Research, 5(3), 674–681. https://doi.org/10.4304/jltr.5.3.674-681
Özdemir, E., & Aydın, S. (2015). The Effects of Wikis on Motivation in EFL Writing. Procedia - Social and Behavioral Sciences, 191, 2359–2363. https://doi.org/10.1016/j.sbspro.2015.04.241
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
Tavakoli, M., Ghadiri, M., & Zabihi, R. (2014). Direct versus Translated Writing: The Effect of Translation on Learners’ Second Language Writing Ability. Journal of Language Studie, 14(2), 61–74.
Tsai, S. C. (2019). Using google translate in EFL drafts: a preliminary investigation. Computer Assisted Language Learning, 32(5–6), 510–526. https://doi.org/10.1080/09588221.2018.1527361
Tsai, S. C. (2020). Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2020.1799412
van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1 use during L2 writing: An empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), 235–250. https://doi.org/10.1016/j.jslw.2009.06.003
Wang, L. (2003). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing, 12(4), 347–375. https://doi.org/10.1016/j.jslw.2003.08.003
Woodall, B. R. (2002). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing, 11, 7–28.
Yin, R. K. (2013). REVIEW ESSAY. Canadian Journal of Action Research, 14(1), 69–71.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2024 Rizki Azima, Rahmah Fithriani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
