Google translate in academic writing class: How EFL learners use and perceive it

Abstract

The study of the use of Google Translate (GT) in ELT classroom has been an interesting issue to be discussed. Researchers noted that GT’s translation quality has significantly increased as a result of utilizing an Artificial Intelligence (AI) technique which studies languages through examples. The employment of GT as a tool to help students in ELT classes seems to be advantageous for them. However, many language teachers continue to question the value of this translation machine. This study investigates the learners’ perspectives towards the use of GT in their Academic Writing class; whether they think it is helpful in assisting them in the learning process or not. The researchers attempt to answer the research question of “What are the learners’ perceptions towards the use of GT as a learning support in Academic Writing class?” because there are still very few studies that have examined the use of GT as a learning support tool in Academic Writing class. The study uses a qualitative approach through the use of interviews as a data collection instrument. The interviews were conducted with five participants from the English Language Education program of the Faculty of Language and Arts in one private university in Central Java. The participants are the students who have just taken Academic Writing (AW) class in the previous semester before the research was conducted. The findings of the study show that all participants agree that GT has its own positive and negative impacts in their learning in the classroom.