I Can’t Live Without Google Translate: A Close Look at the Use of Google Translate App by Second Language Learners in Saudi Arabia

Dahmash, Nada Bin

doi:10.24093/awej/vol11no3.14

Cited by 28 publications

(28 citation statements)

References 13 publications

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“…The analyzed data reported that most students had positive views toward using GT in English writing due to these six reasons. First, GT was their writing assistant; this backed up the previous findings (Bahri & Mahadi, 2016;Chandra & Yuyun, 2018;Bin Dahmash, 2020). Moreover, the results revealed that the application, in the students' views, helped enhance their writing quality.…”

Section: Thai Efl University Students' Positive Views On Gt Use In English Writingsupporting

confidence: 53%

“Please Let me Use Google Translate”: Thai EFL Students’ Behavior and Attitudes toward Google Translate Use in English Writing

Chompurach¹

2021

ELT

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The present study aims to investigate how Thai EFL university students use Google Translate (GT) in English writing, how they post-edit (PE) its outputs, and how they view GT use in English writing. The participants were 15 third-year non-English major students from three universities in Thailand. The data collection tools were an interview and two writing assignments. After the data analysis, the findings revealed the students’ behavior of GT use and their output PE as well as their attitudes toward GT use in English writing. The results reported the students always used GT in completing writing tasks at both sentence and paragraph levels, and most students did PE the outputs before applying them. However, a few students used the outputs with no PE because they trusted in GT more than they did in themselves. Regarding the PE level, the students intended to address lexical and syntax errors, so their correcting covered the light level. The results also revealed mixed messages in their attitudes toward GT use in English writing. Most students viewed GT as a helpful, reliable assistant enhancing their writing quality, but some raw GT outputs of phrases, idioms, long sentences, and paragraphs were found incomprehensible. Also, the students acquired some bad habits from using GT. However, most students disagreed with not being allowed to use GT in English writing. The study recommended language teachers to provide Thai EFL students adequate instructions for the effective use of GT and its output PE.  

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Section: Thai Efl University Students' Positive Views On Gt Use In English Writingsupporting

confidence: 53%

“Please Let me Use Google Translate”: Thai EFL Students’ Behavior and Attitudes toward Google Translate Use in English Writing

Chompurach¹

2021

ELT

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“…They used the Google Translate App as a tool to boost their understanding of key concepts and to internalize learning content. This result confirms the findings reported in previous studies (Alhaisoni & Alhaysony, 2017;Bin Dahmash, 2020b;Bin Dahmash, 2021;Tsai, 2019) stating that using the Google Translate App enhances learners' capacity in English.…”

Section: Search Using Smartphone Appssupporting

confidence: 92%

Synchronous and Asynchronous English Writing Classes in the EFL Context: Students’ Practices and Benefits

Dahmash¹

2021

AWEJ

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Synchronous and asynchronous classes were implemented by universities around the world during the COVID-19 pandemic. Students learning English as a Foreign Language (EFL) engaged in multiple practices when attending English writing classes in both modes. However, the practices they engaged in and the benefits they perceived were reportedly of limited benefit. This study asks: What are the practices of students that emerge during synchronous and asynchronous English writing classes? What are the benefits of synchronous and asynchronous English writing classes from the student’s perspective? Group and one-to-one interviews were conducted with twelve students majoring in computer science and information technology at a Saudi university. Thematic analysis revealed that students engage in practices including using the split view on iPads, opening additional windows to search for information, searching using smartphone apps, and writing notes and highlighting key concepts when attending English writing classes regardless of learning mode. It also revealed that synchronous classes offered students real-time communication and provided immediate feedback, while asynchronous classes allowed students to navigate the challenges of distance learning, complementing the synchronous English writing classes and providing students with a sense of security. This paper concludes by advising language teachers to record synchronous classes, raise students’ awareness of the benefits of attending both types of classes and encourage students to apply practices reported by previous students to maximize their English language learning.

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“…It served as an essential survival tool for pupils to communicate with their teachers and peers [1]. Many studies also indicated that machine translation acted as a language learning resource [35,38]. It was instrumental for students in gaining knowledge, including vocabulary, grammar, pronunciation, and spelling [4,27,33,38].…”

Section: Students' Attitudesmentioning

confidence: 99%

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

Deng

2022

Sustainability

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With the rapid development of artificial intelligence, machine translation (MT) has gained popularity in recent years. This study aims to present a systematic review of literature on MT-assisted language learning in terms of main users, theoretical frameworks, users’ attitudes, and the ways in which MT tools are integrated with language teaching and learning. To this end, relevant peer-reviewed articles (n = 26) were selected through the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for further analysis. The findings revealed that the main MT users were undergraduate and graduate students. Both teachers and students held mixed attitudes for different reasons. It was also found that MT integration followed four steps, i.e., introduction, demonstration, task assignment, and reflection. The procedures of MT integration could be updated and perfected by introducing other features in the future.

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I Can’t Live Without Google Translate: A Close Look at the Use of Google Translate App by Second Language Learners in Saudi Arabia

Cited by 28 publications

References 13 publications

“Please Let me Use Google Translate”: Thai EFL Students’ Behavior and Attitudes toward Google Translate Use in English Writing

“Please Let me Use Google Translate”: Thai EFL Students’ Behavior and Attitudes toward Google Translate Use in English Writing

Synchronous and Asynchronous English Writing Classes in the EFL Context: Students’ Practices and Benefits

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

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