The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 24
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Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp. 425-440
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 31 Mar 2024 Revised 17 Apr 2024 Accepted 20 Apr 2024
DOI: https://doi.org/10.15738/kjell.24..202404.425

Machine Translation Use in Presentation Scripts: Learners’ Reflections and Implications for English Education
Hyun-Jin Kim
(1st author) Teaching Professor, Dasan University College Ajou University 206 Worldcup-ro, Yeongtong-gu, Korea, Tel: 031)219-3044 (hjinkim@ajou.ac.kr)


© 2024 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

The significant advancements in machine translation (MT) technologies highlight their inevitable integration into language learning contexts. This study examines Korean university students’ utilization and perceptions of MT tools, particularly in writing English presentation scripts, exploring their strategies and experiences with MT in language learning. The participants comprised 29 first-year students enrolled in a general English course at a university. Data collection involved students’ reflection papers on the presentation, focusing on guiding questions to explore various aspects of their experiences, viewpoints, and attitudes regarding MT use in script writing for oral presentations. Findings reveal that students use MT to address challenges in clarity, word order, and complex sentences in English writing, indicating a willingness to engage with MT. The unanimous agreement among students highlights the perceived benefits of using MT, notably its significant impact on enhancing the overall effectiveness and efficiency of English writing tasks. This positive aspect, however, calls for strategic guidance from language educators to mitigate potential drawbacks. The study proposes strategies for incorporating MT in classroom English language instruction, emphasizing the importance of instructor guidance and student reflection in navigating the complexities and potentials of MT in this underexplored genre in foreign language education.

Keywords: machine translation, English teaching and learning, L2 writing, presentation script, student reflection
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