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] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194944961 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cognitive Activities in Google Translate–Assisted Language Learning: An Exploratory Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chang%2C+Peichin%22">Chang, Peichin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> peichinchang@ntnu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2026, Vol. 43 Issue 2, p255-281. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Machine+translating%22">Machine translating</searchLink> – Name: SubjectProduct Label: Reviews & Products Group: Su Data: <searchLink fieldCode="PS" term="%22Google+Translate+%28Web+resource%29%22">Google Translate (Web resource)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194944961 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/calico-2025-0022 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 255 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Machine translating Type: general – SubjectFull: Google Translate (Web resource) Type: general Titles: – TitleFull: Cognitive Activities in Google Translate–Assisted Language Learning: An Exploratory Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chang, Peichin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: CALICO Journal Type: main |
| ResultId | 1 |
