MT Literacy—A cognitive view

O’Brien, Sharon; Ehrensberger‐Dow, Maureen

doi:10.1075/tcb.00038.obr

Cited by 17 publications

(8 citation statements)

References 36 publications

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“…Loock and Léchauguette (2021) have argued that trust in MT tools plays a key role in determining accuracy, leading even L1 users to consistently fail to identify MT errors. At the same time, many study participants who did express a “healthy level of mistrust in [MT] tools” (O'Brien & Ehrensberger‐Dow, 2020) also simultaneously conveyed their mistrust in the level of their own linguistic and metalinguistic knowledge, which also complicated assessments of accuracy. Ultimately, supporting learners' critical use of MT tools requires encouraging mistrust in the accuracy of MT outputs alongside support for the development of their own knowledges, which, as Thue Vold (2018) has argued in the specific case of metalinguistic knowledge, can itself be realized through MT use.…”

Section: Discussionmentioning

confidence: 99%

Investigating L2 writers' uses of machine translation and other online tools

Vinall,

Wen,

Hellmich

2023

Foreign Language Annals

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New technologies have had a substantial impact on L2 learners' writing processes. Given the continuous nature of technological evolution, more work is needed to document L2 writers' learner‐initiated technology use, particularly their use of machine translation (MT) tools. This need is further solidified by recent calls for new pedagogical approaches to better prepare learners to use MT critically. The current study uses screen recordings, retrospective recall, and interviews to document what online tools L2 writers' use, how they use them, and what factors influence this use. Findings reveal that participants overwhelmingly rely on MT tools while writing. Moreover, they engage in complex actions with MT tools, which are influenced by language knowledge, beliefs about online tools, their own perceived roles in the writing process, and classroom policies. The paper ends with a consideration of the struggles that emerge to consider their pedagogical implications for supporting critical online tool use.

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Section: Discussionmentioning

confidence: 99%

Investigating L2 writers' uses of machine translation and other online tools

Vinall,

Wen,

Hellmich

2023

Foreign Language Annals

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“…MT literacy instruction appears urgent, and adequate training on the limits and strengths of MT should be provided for students to help them use MT effectively. Several studies have addressed the integration of MT literacy instruction in language education (Bowker & Ciro, 2019;O'Brien & Ehrensberger-Dow, 2020). O 'Brien, Simard and Goulet (2018) suggested that post-editing MT errors could be taught in L2 writing.…”

Section: Discussionmentioning

confidence: 99%

Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)

Yang

Wei²,

Li³

et al. 2023

ReCALL

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With the dramatic improvement in quality, machine translation has emerged as a tool widely adopted by language learners. Its use, however, has been a divisive issue in language education. We conducted an approximate replication of Lee (2020) about the impact of machine translation on EFL writing. This study used a mixed-methods approach with automatic text analyzer Coh-Metrix and human ratings, supplemented with questionnaires, interviews, and screen recordings. The findings obtained support most of the original work, suggesting that machine translation can help language learners improve their EFL writing proficiency, specifically in strengthening lexical expressions. Students generally hold positive attitudes towards machine translation, despite some skeptical views regarding the values of machine translation. Most students express a strong wish to learn how to effectively use machine translation. Machine translation literacy instruction is therefore suggested for incorporation into the curriculum for language students.

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“…This suggests that even students who appear to be reasonably competent in a given language-which is likely the case for most international students, who are usually required demonstrate a minimum level of competence in the language of instruction before being admitted to a program-turn to machine translation for some of their needs. It is well known that operating in a non-native language has a higher cognitive load than working in a native language, and some people may turn to machine translation because it could help them to either work more quickly or more confidently, allow them to verify their understanding, or reduce their cognitive load in some other way (O'Brien & Ehrensberger-Dow, 2020). In other words, even if students demonstrate a certain level of competence in a language, they may still turn to machine translation for support.…”

Section: Discussionmentioning

confidence: 99%

Promoting Linguistic Diversity and Inclusion

Bowker

2021

IJIDI

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Using a lingua franca for scholarly communication offers some advantages, but it also limits research diversity, and there is a growing movement to encourage publication in other languages. Both approaches require scholars to access material through other languages, and more people are turning to machine translation to help with this task. Machine translation has improved considerably in recent years with the introduction of artificial intelligence techniques such as machine learning; however, it is far from perfect and users who are not trained as professional translators need to improve their machine translation literacy to use this technology effectively. Machine translation literacy is less about acquiring techno-procedural skills and more about developing cognitive competences. In this way, machine translation literacy aligns with the overall direction of the Association of College & Research Libraries’ (2015) Framework for Information Literacy for Higher Education, which encourages a conceptual, rather than a skills-based, approach. This case study presents a pilot project in which machine translation literacy instruction was incorporated into a broader program of information literacy and delivered to first-year students—both Anglophone and non-Anglophone—at a Canadian university. Students were surveyed and, overall, they found the machine translation literacy module to be valuable and recommended that similar instruction be made available to all students. Academic librarians are well positioned to participate in the delivery of machine translation literacy instruction as part of a broader information literacy program, and in so doing, they can promote linguistic diversity and better enable students and researchers from all regions to participate in scholarly conversations.

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MT Literacy—A cognitive view

Cited by 17 publications

References 36 publications

Investigating L2 writers' uses of machine translation and other online tools

Investigating L2 writers' uses of machine translation and other online tools

Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)

Promoting Linguistic Diversity and Inclusion

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