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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp.1111-1135
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 30 Jan 2023
Received 07 Oct 2023 Revised 30 Oct 2023 Accepted 07 Dec 2023
DOI: https://doi.org/10.15738/kjell.23..202312.1111

A Case Study on Integrating Google Translate into College EFL Writing nstruction

Minji Kim ; Sumi Han
(First author) Administrative Assistant Ilsong College of Liberal Arts, Hallym University dazzlenglish@gmail.com
(Corresponding author) Associate Professor Dept. of English Language and Literature, Hallym University sumihan@hallym.ac.kr


© 2023 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This case study focused on integrating Google Translate (GT) and post-editing skills into English as a Foreign Language (EFL) writing instruction for Korean college students. Over a four-day writing class, twelve students completed four drafts, and the use of GT output, along with paraphrasing and error correction skills, was examined in detail. Surveys and interviews were utilized to gather student feedback. The findings revealed that initially, the students heavily relied on the output of GT. However, as they learned post-editing skills, they began independently changing expressions and correcting errors. In Draft 3, 54 out of 58 expressions were paraphrased, and 67 out of 80 errors were corrected based on the GT output. Yet, with the employment of post-editing skills in Draft 4, there was a noticeable decrease in reliance on the GT output, with students making more efforts to paraphrase and correct errors independently. They also expressed high satisfaction with the effectiveness of paraphrasing for writing. Nevertheless, they still faced challenges in grammar, vocabulary, and sentence structure, highlighting the need for teacher involvement in writing classrooms. The study concluded by addressing the implications, limitations, and providing suggestions for future research.

Keywords:

machine translation, Google Translate, post-editing skills, Korean college students, EFL writing instruction

Acknowledgments

This work is based on the first author’s MA thesis.

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