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Does Google Translate Enhance English Writing Skills? A Mixed Methods Study of Essay Quantity and Quality in Vietnamese Higher Education

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Title: Does Google Translate Enhance English Writing Skills? A Mixed Methods Study of Essay Quantity and Quality in Vietnamese Higher Education
Language: English
Authors: Th?o N. Ð. Ðào, Hà T. V. Nguy?n
Source: TESOL in Context. 2025 34(1).
Availability: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Translation, Computer Software, Skill Development, Higher Education, Essays, Foreign Countries, English (Second Language), Second Language Learning, Writing (Composition), Student Attitudes, Undergraduate Students, Majors (Students), Public Colleges, Writing Skills, Student Behavior, Writing Improvement, Influences
Geographic Terms: Vietnam
ISSN: 1030-8385
2209-0916
Abstract: This study examines the impact of Google Translate (GT) on the quantity and quality of essays written by Vietnamese students in academic settings. As GT use becomes increasingly common among L2 writers, its role in English essay tasks warrants closer investigation. Using a mixed methods design, 30 English majors from a public university in Southern Vietnam wrote two timed essays (250 words), one with GT assistance and one without, using a shared prompt unrelated to regular coursework. The writing processes were recorded using screen-recording technology, and follow-up interviews were conducted to explore student attitudes towards the use of Google Translate in essay writing and the factors influencing their utilization of the tool. A paired-samples t-test showed no statistically significant difference between the two essays in terms of word count or error frequency. Qualitative data revealed diverse attitudes towards the GT use, shaped by enactive mastery experience, vicarious experience, verbal persuasion, and physiological or affective states. These findings contribute to our understanding of the impact and students' perceptions of using Google Translate in the writing process.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491902
Database: ERIC
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  Data: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
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  Data: This study examines the impact of Google Translate (GT) on the quantity and quality of essays written by Vietnamese students in academic settings. As GT use becomes increasingly common among L2 writers, its role in English essay tasks warrants closer investigation. Using a mixed methods design, 30 English majors from a public university in Southern Vietnam wrote two timed essays (250 words), one with GT assistance and one without, using a shared prompt unrelated to regular coursework. The writing processes were recorded using screen-recording technology, and follow-up interviews were conducted to explore student attitudes towards the use of Google Translate in essay writing and the factors influencing their utilization of the tool. A paired-samples t-test showed no statistically significant difference between the two essays in terms of word count or error frequency. Qualitative data revealed diverse attitudes towards the GT use, shaped by enactive mastery experience, vicarious experience, verbal persuasion, and physiological or affective states. These findings contribute to our understanding of the impact and students' perceptions of using Google Translate in the writing process.
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      – Text: English
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        PageCount: 28
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Writing Improvement
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      – SubjectFull: Influences
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      – SubjectFull: Vietnam
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