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The Use and Abuse of Artificial Intelligence-Enabled Machine Translation in the EFL Classroom: An Exploratory Study

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Title: The Use and Abuse of Artificial Intelligence-Enabled Machine Translation in the EFL Classroom: An Exploratory Study
Language: English
Authors: Wael Alharbi (ORCID 0000-0001-7713-5294)
Source: Journal of Education and e-Learning Research. 2023 10(4):689-701.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, English Language Learners, English (Second Language), Translation, Computational Linguistics, Technology Uses in Education, Educational Technology, Higher Education, Pretests Posttests, Student Attitudes, Positive Attitudes, Teacher Attitudes, Foreign Countries, Faculty, Influence of Technology, Writing Exercises, Writing Skills
Geographic Terms: Saudi Arabia
ISSN: 2518-0169
2410-9991
Abstract: The integration of machine translation (MT) and artificial intelligence (AI) has significantly enhanced the precision of MT systems producing translations that rival the quality of skilled human translators. This innovation has broadened the applicability of AI-enabled MT systems attracting users for a variety of purposes. This paper explores the following areas: the application of AI-enabled MT, specifically Google Translate (GT) in English as a Foreign Language (EFL) classroom. Empirical findings and recent research indicate that students are increasingly reliant on MT particularly in higher educational settings where English is not their first language. The purpose of this research is to provide insight on the practices, beliefs and goals of EFL learners who use GT in the classroom. Data was gathered from 234 university students through a questionnaire along with pre- and post-tests to compare the quality of writing drafts created with and without the aid of GT. The findings are consistent with those of previous research conducted worldwide highlighting the immense potential of AI-enabled MT in not only boosting students' learning experiences but also cultivating more independent learners. The study also indicates that students have positive attitudes towards GT and employ diverse search strategies to address various language-related challenges.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415268
Database: ERIC
FullText Text:
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  Data: The Use and Abuse of Artificial Intelligence-Enabled Machine Translation in the EFL Classroom: An Exploratory Study
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  Data: <searchLink fieldCode="AR" term="%22Wael+Alharbi%22">Wael Alharbi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7713-5294">0000-0001-7713-5294</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+e-Learning+Research%22"><i>Journal of Education and e-Learning Research</i></searchLink>. 2023 10(4):689-701.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: 13
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  Data: 2023
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+Linguistics%22">Computational Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty%22">Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Exercises%22">Writing Exercises</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 2518-0169<br />2410-9991
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The integration of machine translation (MT) and artificial intelligence (AI) has significantly enhanced the precision of MT systems producing translations that rival the quality of skilled human translators. This innovation has broadened the applicability of AI-enabled MT systems attracting users for a variety of purposes. This paper explores the following areas: the application of AI-enabled MT, specifically Google Translate (GT) in English as a Foreign Language (EFL) classroom. Empirical findings and recent research indicate that students are increasingly reliant on MT particularly in higher educational settings where English is not their first language. The purpose of this research is to provide insight on the practices, beliefs and goals of EFL learners who use GT in the classroom. Data was gathered from 234 university students through a questionnaire along with pre- and post-tests to compare the quality of writing drafts created with and without the aid of GT. The findings are consistent with those of previous research conducted worldwide highlighting the immense potential of AI-enabled MT in not only boosting students' learning experiences but also cultivating more independent learners. The study also indicates that students have positive attitudes towards GT and employ diverse search strategies to address various language-related challenges.
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        PageCount: 13
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      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: English Language Learners
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Translation
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      – SubjectFull: Computational Linguistics
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Higher Education
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Positive Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Writing Exercises
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      – SubjectFull: Writing Skills
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      – SubjectFull: Saudi Arabia
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      – TitleFull: The Use and Abuse of Artificial Intelligence-Enabled Machine Translation in the EFL Classroom: An Exploratory Study
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