Investigating Students’ Attitudes Towards Integrating Machine Translation in the EFL Classroom: The case of Google Translate

Abstract

This paper delves into the potential of machine translation tools, with a specific focus on Google Translate, to expand their role beyond  traditional translation tasks to enhance language learning in EFL classrooms. While machine translation tools have become integral to  translator training programs, their utilization in language education remains limited and understudied. The present study attempts to highlight the promising avenues for innovative pedagogy in language education by incorporating machine translation tools and EFL  students’ attitudes towards them. It explores the application of machine translation in the context of English language acquisition for  non-native speakers. The results demonstrate that students consider machine translation as a useful strategy to learn English, and  Google Translate (GT) offers advantages in vocabulary expansion and quick translations. However, its limitations, such as reduced  accuracy for longer texts and the inability to process idiomatic expressions, necessitate careful consideration when integrating it into  language learning curricula. GT can serve as a supplementary tool to support learners, but it should not replace conventional language  learning methods. Ultimately, this research emphasizes the need for cautious guidance and monitoring when utilizing automated  translation to ensure effective language learning outcomes, bridging the gap between translation and language education while  acknowledging the tool's limitations.