Students’ usage Experiences of Machine Translation Tools in English Language Learning: a Qualitative Inquiry

Abstract

As machine translation technology advances rapidly and becomes increasingly integrated into educational settings, understanding how students actually use these tools remains crucial for effective pedagogical implementation. This qualitative study investigates English-majored students' usage experiences of machine translation tools in language learning at a Vietnamese university in the Mekong Delta. Data were collected through open-ended questionnaires from 12 English-majored students, examining their actual usage patterns, tool selection strategies, and learning contexts. Thematic analysis revealed five major themes: strategic tool differentiation based on task complexity, varied frequency patterns calibrated to individual needs, context-driven applications across multiple learning activities, verification practices demonstrating critical awareness, and emerging dependency concerns. Students demonstrated sophisticated tool selection, preferring traditional translation tools for simple vocabulary lookups and AI chatbots like ChatGPT for complex analytical tasks. The findings suggest that students possess mature approaches to technology integration, balancing convenience with educational authenticity. Recommendations include developing critical technology literacy frameworks, task-specific pedagogical integration strategies, and institutional guidelines that acknowledge both benefits and limitations of machine translation in language education.

Ähnliche Arbeiten