An Analysis of Google Translate Use in Decoding Contextual Semanticity among EFL Learners

Abstract

Many EFL students rely on Google Translator (GT) to perform tasks for their EFL class activities. However, limited vocabulary and little knowledge on language structure is a challenge for the EFL learners in identifying the accurate and appropriate contextual semanticity. This paper focuses on the perception of GT usage among EFL learners in decoding semanticity using GT in their learning environment. It aims at identifying the strategies taken by the EFL student in selecting entries from Google Translator to arrive at a specific meaning. This qualitative study is administered with the use of questionnaire and interview. The respondents in the study generally knew of GT use on their own or via peer and perceived GT as an important tool to assist in decoding semanticity in their language tasks. In using GT for class activities, speculation plays a bigger role compared to identifying the parts of speech and linking accurate meanings to situational context. Cultural context words provided strong clue in word selection and EFL students wgi understands the background of the language structure and situational context find it easier to select the accurate meaning from GT. In teaching semanticity of a language via GT, the EFL teacher should sensitize the students with the necessary structural and contextual aspect of L2 for effective use of Google Translate in EFL learning context.