scholarly journals Machine Translation in the Language Classroom: Turkish EFL Learners’ and Instructors’ Perceptions and Use

2021 ◽  
Vol 9 (4) ◽  
pp. 103-122
Author(s):  
Murat Ata ◽  
Emre Debreli
Keyword(s):  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Writing Assignments ◽  
Efl Learners ◽  
Perceptions And Attitudes ◽  
Language Classroom ◽  
Learning Institutions ◽  
English Program

Online machine translation (OMT) tools are not exclusively designed for language learners; however, these tools are popular among them. This quantitative study investigated the perceptions and attitudes of Turkish speaking EFL learners and instructors in a university English program regarding the use of OMT tools. Two online questionnaires were administered to 462 Turkish-speaking learners and 34 instructors. The results revealed that 94% of the learner participants reported using OMT tools for their language learning studies. The learners predominantly used these tools for single-word or phrase translations. Reading and writing assignments were the main areas where the learners most frequently referenced to OMT tools. The learner participants thought the accuracy of the tools was not high, and the ethicality of using them depended on how they were used. Three-quarters of the instructor participants reported using OMT tools, and their judgements concerning the accuracy of these tools were more positive than the learners’. The results also revealed a mismatch between learners’ and instructors’ perceptions and attitudes regarding OMT tools in foreign language learning. Accordingly, the instructors often overestimated how much learners use OMT tools, while learners underestimated the instructors’ interest in them. These findings suggest policies should be developed within language learning institutions to guide students’ use of OMT tools, as well as improve the mutual understanding between students and teachers in terms of their ethicality.

scholarly journals Next Generation Mobile Learning: Leveraging Message Design Considerations for Learning and Accessibility

2021 ◽  
Vol 9 (4) ◽  
pp. 123-144
Author(s):  
Eunice Ofori ◽  
Barbara B. Lockee
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Message Design ◽  
Writing Assignments ◽  
Efl Learners ◽  
Perceptions And Attitudes ◽  
Learning Institutions ◽  
English Program

Online machine translation (OMT) tools are not exclusively designed for language learners; however, these tools are popular among them. This quantitative study investigated the perceptions and attitudes of Turkish speaking EFL learners and instructors in a university English program regarding the use of OMT tools. Two online questionnaires were administered to 462 Turkish-speaking learners and 34 instructors. The results revealed that 94% of the learner participants reported using OMT tools for their language learning studies. The learners predominantly used these tools for single-word or phrase translations. Reading and writing assignments were the main areas where the learners most frequently referenced to OMT tools. The learner participants thought the accuracy of the tools was not high, and the ethicality of using them depended on how they were used. Three-quarters of the instructor participants reported using OMT tools, and their judgements concerning the accuracy of these tools were more positive than the learners’. The results also revealed a mismatch between learners’ and instructors’ perceptions and attitudes regarding OMT tools in foreign language learning. Accordingly, the instructors often overestimated how much learners use OMT tools, while learners underestimated the instructors’ interest in them. These findings suggest policies should be developed within language learning institutions to guide students’ use of OMT tools, as well as improve the mutual understanding between students and teachers in terms of their ethicality.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

scholarly journals Machine Translation in Foreign Language Learning Classroom-Learners’ Indiscriminate Use or Instructors’ Discriminate Stance

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Xiaomin Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Language Proficiency ◽  
Curriculum Design ◽  
Foreign Language Learning ◽  
Technology Tools ◽  
Holistic Understanding ◽  
Self Development

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.

scholarly journals English as a Foreign Language Learners’ Anxiety and Interlocutors’ Status and Familiarity: An Idiodynamic Perspective

2017 ◽  
Vol 48 (4) ◽  
pp. 489-503 ◽  
Author(s):  
Majid Elahi Shirvan ◽  
Nahid Talebzadeh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Dynamic System Theory ◽  
Stimulated Recall ◽  
The Status ◽  
University Course

Abstract Foreign language learning anxiety has been the target of many studies in the field of applied linguistics, but, with the dynamics turn in the field, attempts have been recently made to uncover the dynamics of anxiety English as a foreign language (EFL) learners go through, especially within the moments of their conversational interactions. Within these interactions, dynamics of anxiety might emerge in different patterns under the influence of the status of the participants’ interlocutors and their familiarity with them. This study explores the dynamics of EFL learners’ anxiety while interacting with different interlocutors from an idiodynamic perspective. The participants of this case study were two female freshman students, taking a speaking and listening university course, who were interviewed by four interlocutors with different status and level of familiarity. Following an idiodynamic method, they self-rated their anxiety fluctuations under the influence of each interlocutor throughout each conversation followed by stimulated recall interviews regarding the explanations of the changes in their anxiety during the conversations. The results showed both change and stability in the participants’ anxiety under the influence of the interlocutors’ familiarity with the participants and their status as well their verbal and nonverbal feedback. The explanation of these changes based on the main properties of complex dynamic system theory is discussed.

scholarly journals Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

2021 ◽  
pp. 9-34
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Efl Learners ◽  
Recent Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
The Relationship

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context

2019 ◽  
pp. 311-334
Author(s):  
Naiyi Xie Fincham ◽  
Guofang Li
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Context ◽  
Web Based ◽  
Language Programs ◽  
Efl Learners ◽  
Online Distance

This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.

scholarly journals KETIDAKLAZIMAN KOLOKASI PEMBELAJAR BIPA DAN IMPLIKASINYA TERHADAP PEMBELAJARAN BAHASA

2010 ◽  
Vol 2 (2) ◽  
Author(s):  
Mashadi Said
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Target Language ◽  
Writing Assignments ◽  
Trainee Teachers ◽  
Qualitative Descriptive ◽  
Descriptive Method

Abstract: Unacceptable Collocations by Learners of Indonesian as a ForeignLanguage and the Implication in Language Learning. Foreign language learners’ability to collocate words that are natural and acceptable in the target language isimportant in foreign language learning; however, it is notoriously difficult forforeign language learners and sometimes makes them frustrated. This studyattempts to describe the negative transfer of English collocations into Indonesiancollocations made by learners of Indonesian as a foreign language in their writingassignments. This study employed a qualitative descriptive method. The data werecollected from 36 writing assignments by 12 learners whose mother tongue isEnglish. They were trainee teachers with experience in teaching Indonesian inAustralia. The finding shows that there are 176 unnatural Indonesian collocations,some of which are negative transfers of learners’ mother tongue. This suggests thatdirect teaching of collocations should be given special emphasis in teachingIndonesian as a foreign language.Keywords: collocation, lexical collocation, grammatical collocation, languagelearning

scholarly journals Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 112
Author(s):  
Denise M. Osborne ◽  
Miquel Simonet
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Language ◽  
First Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Questions ◽  
A Minor

Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.

Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 241-258 ◽  
Author(s):  
Ana Niño
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Training Tool ◽  
Advantages And Disadvantages ◽  
Language Class ◽  
Learning Language

AbstractThis paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a “CALL tool”. Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.

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