Cognitive Activities in Google Translate–Assisted Language Learning: An Exploratory Study.
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| Title: | Cognitive Activities in Google Translate–Assisted Language Learning: An Exploratory Study. |
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| Authors: | Chang, Peichin1 (AUTHOR) peichinchang@ntnu.edu.tw |
| Source: | CALICO Journal. 2026, Vol. 43 Issue 2, p255-281. 27p. |
| Subject Terms: | *English as a foreign language, *Self-regulated learning, *Second language acquisition, Machine translating |
| Reviews & Products: | Google Translate (Web resource) |
| Abstract: | Machine translation (MT) holds significant potential in enhancing open-ended exploration in language learning, with Google Translate (GT) being one of the most widely used tools. The interface of GT supports trial and error in both inputs and outputs, as well as recursive comparisons that highlight cross-linguistic differences. While previous studies have demonstrated the benefits of GT in language learning, limited research has explored how learners actively use it in their learning processes. This study examines how English as a Foreign Language (EFL) learners of different proficiency levels interact with GT to complete error correction and translation tasks. Sixteen EFL university students participated in the study and received training in recursive GT-assisted exploration. Data were collected from their pre- and post-training tasks, including screen recordings and stimulated recall sessions. The participants' errors were categorized and analyzed, and common patterns in their online processes were identified. The findings revealed significant reductions in grammar and usage errors, with the lower-proficiency group showing greater improvement. Following training, participants engaged in a wider range of activities, including exploring extended meaning units, in contrast to their pre-training behavior, which primarily involved local vocabulary lookup and direct correction or translation without GT. Distinct patterns also emerged across proficiency levels: Lower-proficiency learners engaged more extensively in iterative comparison and verification, whereas higher-proficiency learners used GT more selectively for refinement rather than sustained exploration. These results underscore the potential of GT to support recursive exploration and self-regulated learning, particularly for lower-proficiency learners, although such engagement may also involve increased uncertainty and challenges in resolving ambiguities. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Machine translation (MT) holds significant potential in enhancing open-ended exploration in language learning, with Google Translate (GT) being one of the most widely used tools. The interface of GT supports trial and error in both inputs and outputs, as well as recursive comparisons that highlight cross-linguistic differences. While previous studies have demonstrated the benefits of GT in language learning, limited research has explored how learners actively use it in their learning processes. This study examines how English as a Foreign Language (EFL) learners of different proficiency levels interact with GT to complete error correction and translation tasks. Sixteen EFL university students participated in the study and received training in recursive GT-assisted exploration. Data were collected from their pre- and post-training tasks, including screen recordings and stimulated recall sessions. The participants' errors were categorized and analyzed, and common patterns in their online processes were identified. The findings revealed significant reductions in grammar and usage errors, with the lower-proficiency group showing greater improvement. Following training, participants engaged in a wider range of activities, including exploring extended meaning units, in contrast to their pre-training behavior, which primarily involved local vocabulary lookup and direct correction or translation without GT. Distinct patterns also emerged across proficiency levels: Lower-proficiency learners engaged more extensively in iterative comparison and verification, whereas higher-proficiency learners used GT more selectively for refinement rather than sustained exploration. These results underscore the potential of GT to support recursive exploration and self-regulated learning, particularly for lower-proficiency learners, although such engagement may also involve increased uncertainty and challenges in resolving ambiguities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2025-0022 |
