Foreign Language Instructors' Perceptions, Acceptance, and Usage of Machine Translation Tools (MTTs) in Foreign Language Teaching and Learning
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| Title: | Foreign Language Instructors' Perceptions, Acceptance, and Usage of Machine Translation Tools (MTTs) in Foreign Language Teaching and Learning |
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| Authors: | N/A |
| Committee Members: | Morgan, Amber (author); Papi, Mostafa (university representative); Florida State University (degree granting institution); Anne Spencer Daves College of Education, Health, and Human Sciences (degree granting college); Program in Instructional Systems and Learning Technologies (degree granting department) |
| Summary: | This study investigated the acceptance and instructional use of Machine Translation Tools (MTTs) by foreign language instructors in U.S. higher education. Using a convergent mixed methods design, survey data from 70 instructors and interviews with 10 participants were analyzed to identify key factors influencing MTT adoption. An exploratory factor analysis revealed three primary influences: Perceived Value, Instructional Readiness, and Institutional and Peer Support, with Perceived Value showing the strongest correlation with current MTT use. While some instructors expressed skepticism or restricted MTT use, others supported bounded or guided implementation for tasks like vocabulary development, translation of short phrases, and self-editing. Interview data revealed a range of classroom strategies and highlighted tensions between individual readiness and institutional support. Instructors who actively taught MTT use tended to report more positive attitudes, despite lacking strong encouragement from peers or their institutions. The findings underscore the need for professional development, clear instructional guidelines, and institutional backing to support ethical and effective MTT integration. This study contributes to the growing body of research on machine translation technology to inform best practices in the use of MTT in language instruction. |
| Database: | OpenDissertations |
| Abstract: | This study investigated the acceptance and instructional use of Machine Translation Tools (MTTs) by foreign language instructors in U.S. higher education. Using a convergent mixed methods design, survey data from 70 instructors and interviews with 10 participants were analyzed to identify key factors influencing MTT adoption. An exploratory factor analysis revealed three primary influences: Perceived Value, Instructional Readiness, and Institutional and Peer Support, with Perceived Value showing the strongest correlation with current MTT use. While some instructors expressed skepticism or restricted MTT use, others supported bounded or guided implementation for tasks like vocabulary development, translation of short phrases, and self-editing. Interview data revealed a range of classroom strategies and highlighted tensions between individual readiness and institutional support. Instructors who actively taught MTT use tended to report more positive attitudes, despite lacking strong encouragement from peers or their institutions. The findings underscore the need for professional development, clear instructional guidelines, and institutional backing to support ethical and effective MTT integration. This study contributes to the growing body of research on machine translation technology to inform best practices in the use of MTT in language instruction. |
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