Google Translate in EFL Freshmen’s Writing Assignments: Uses, Awareness of Benefits and Drawbacks, and Perceived Reliance

Abstract

Although technology use is inevitable among language learners, using Machine Translation (MT), such as Google Translate (GT), remains controversial in language learning. Despite its advances, it may be detrimental to L2 learning when used excessively, especially for those with more limited linguistic resources. This research examines first-year EFL students’ autonomous use of GT in writing assignments. It assesses their reliance on the technology by examining their awareness of GT’s advantages and disadvantages. As many as 85 Indonesian EFL first-year students participated in this study by completing questionnaires consisting of closed-ended and open-ended questions. Highlighting the dynamic role of Google Translate (GT) in students’ language learning, this study reveals how various factors have contributed to its notably significant usage. While most participants reported using GT only occasionally and mainly at the word level, their use for translating longer texts was significantly higher than in previous research involving students at different English competence levels. Additionally, boosting confidence, convenience, and serving as language scaffolding were identified as GT’s main benefits, leading to students’ reliance on technology. Most expressed potential difficulty working without GT. Recommendations were made to support less-proficient students amidst the increasing use of MT in language education.