기계 번역기를 활용한 영어 고쳐 쓰기 활동의 효과

Abstract

Objectives In order to explore the effective use of machine translator in the English writing class, this study explores the effectiveness of using machine translators by comparing the writing results of peer-editing activities and self-editing activities using translators and examining the responses of learners who participated in these activiti Methods 19 students in a university in Seoul wrote a short passage in English, received peer feedback, and revised the writing. The same first draft was revised using a machine translator, Papago. The two types of revised texts by 16 students were evaluated with Grammarly, an automatic English writing evaluation system. Two mean scores were compared to find out a significant different by conducting t-test. Additionally, t-test was conducted on the mean scores of sentence length and lexical density of the two texts obtained through the language profile site. Finally, the survey was conducted to determine students' satisfaction and attitude towards revision activities using the translato Conclusions Machine translator assisted revision should be integrated with peer revision or teacher support to supplement the limit of only using translator to revise a text. Instead of pushing the translator out of the realm of English education, we should actively seek ways to utilize the translator in the English education process and consider what functions of the translator should be incorporated into the entire teaching and learning process. The study was conducted to the limited numbers of participants and provices without considering participants’ English language skill. For future study this study should be expanded to include more numbers of students and to considers students’ language lev