The use of machine translation (MT) tools in language learning classroom is now omnipresent, which raises a dilemma for instructors because of two issues, language proficiency and academic integrity, caused by that fact. However, with the unstoppable development and irresistible use of MT in language learning, rather than entangling with using it or banning it, it is more significant to figure out why learners turn to MT in spite of the prohibition from their instructors and how can instructors guide learners to use it appropriately. Consequently, this paper reviews articles with regard to the reason why learners turn to MT, the practical use of MT in learners’ writing, and some pedagogical solutions for making peace with MT in language learning classroom respectively. Implications can be garnered like that a course for learners of how to use MT tools properly should be included in the curriculum design, and simultaneously, the holistic understanding of these overwhelmingly fast-developed technology tools for instructors should be a part of teachers’ self-development, since instructors without knowledge said technology tools can not fully motivate language learners and implement the pedagogical solutions offered.
Cross-Language Plagiarism Detection Based on CLAD Method
