Abstract
[EN] This paper explores the experiences and perspectives of advanced language learners on the use of Machine Translation Tools (MTTs). The study focuses on how learners navigate their use of tools like Google Translate, DeepL, and Reverso, and how their usage is influenced by instructional recommendations. Nine learners, studying different languages at an advanced level, were interviewed in focus groups. Thematic analysis of the interview transcripts revealed key themes related to the use of Online Language Learning Tools (OLLTs) and MTTs, students' uncertainty about MTT functionalities, policies regarding MTT use, and suggestions for MTT training. The findings highlight the significant impact of initial encounters with MTTs on learners' long-term perceptions and use of these tools. Participants demonstrated strategic use of MTTs to support their reading, writing, listening, and speaking skills, while being aware of their limitations. Although learners found MTTs helpful, they also emphasised the importance of authentic communication in language learning. The study concludes with recommendation for a collaborative approach between teachers and learners to effectively integrate MTTs into the language learning curriculum.
Alm, A.; Watanabe, Y. (2024). Machine translation in language education: Perspectives from advanced language learners. Editorial Universitat Politècnica de València. https://doi.org/10.4995/EuroCALL2023.2023.16919