Document Type : Review Paper
Author
Department of English, Faculty of Literature, Alzahra University, Tehran, Iran
Abstract
Background and Objectives: Although an increasing number of studies have addressed the benefits of using Machine Translation (MT) for language learning, there are other studies pointing out the disadvantages of using this technology in language learning. The general attitude in language teaching societies is the avoidance of translation – traditional form and/or electronic – for language learning. Therefore, the present study examines the application of this technology in language learning to conclude whether the use of this technology is generally useful for language learning or not.
Method: One hundred articles on the impact of MT on language learning, published between 2000 and 2020, have been reviewed. To select these articles, important keywords were identified, searched in important databases and then manually by checking important journals in the field of Computer Assisted Language Learning (CALL). In this research, two methods of scientific review and meta-analysis have been used to analyze the data. In the first stage, statistical information such as number of participants, languages taught, language pairs used, variables, and language skills were extracted; and in the second stage, meta-analysis of the impact of this technology on language learning was performed. Twelve studies were selected for meta-analysis and a random model was used to follow the meta-analysis framework. Due to the small size of the samples, the G-hedge coefficient employed was based on Cohen.
Findings: The results indicated that most MT studies emphasized that MT was a useful tool for language learning. However, careful examination also revealed that learners had mixed views on the use of MT for language learning. These findings raise a variety of perspectives and concerns, and while MT can increase the results of writing in a foreign language by reducing lexical errors, it may not ultimately lead to language learning. The present study identified the lack of correct educational scenarios for implementing MT in language learning. Since the mere use of tools does not guarantee learning, language teachers must first understand the nature of MT and then try to find appropriate ways to use MT with their learners. Because previous research has shown that various factors affect the quality of MT output, teachers should consider these factors. In addition, diversity among learners is itself an important issue that needs to be addressed. However, instructional design should not be limited to ways to effectively use MT in language assignments, but should look for ways to foster long-term language learning. As there is little research on this topic, more research examining the long-term effects of MT on language learning is also needed. In addition to instructional design, there are other important issues that teachers need to deal with.
Conclusion: When MT becomes very accurate, instructors may encounter students' lack of motivation to learn languages. In addition, as MT becomes more prevalent, both in everyday life and in educational settings, learners may not find the use of MT immoral, and MT may become a necessity in the language learning culture in the near future. In this regard, instructors should provide students with clear guidelines on ethical considerations regarding the use of MT.
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©2022 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.
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