Google Translate in Academic Writing Courses?

Sara Kol · Miriam Schcolnik · Elana Spector‐Cohen

73 citations0/0 files storedThe EuroCALL Review

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Translation Studies and Practices EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

The aim of this study was to explore the possible benefits of using Google Translate (GT) at various tertiary English for Academic Purposes (EAP) course levels, i.e., to see if the use of GT affects the quantity and quality of student writing. The study comprised preliminary work and a case study. The former included an awareness task to assess student awareness of GT mistakes, and a correction task to assess their ability to correct the mistakes identified. The awareness and correction tasks showed that intermediate students identified 54% of the mistakes, while advanced students identified 73% and corrected 87% of the mistakes identified. The case study included two writing tasks, one with GT and one without. Results showed that when using GT students wrote significantly more words. They wrote longer sentences with longer words and the vocabulary profile of their writing improved. We believe that GT can be a useful tool for tertiary EAP students provided they are able to critically assess and correct the output.

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References

2001Learning Vocabulary in Another Language 1995Vocabulary Size and Use: Lexical Richness in L2 Written Production 1994Academic writing for graduate students 2014Friend or foe? Google Translate in language for academic purposes 2011Machine translation-assisted language learning: writing for beginners 2009Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages 2017ECAR Study of Undergraduate Students and Information Technology, 2017.

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