Google Translate on English Writing Evidence of EFL University Students

This study exposed experiences using Google translate application for translation used by English Department students. This research is focused on explaining problems and strategies using Google Translate used by English Department students. This research used a descriptive qualitative design. Researchers selected 20 students from English Department who had taken translation subject and agreed participated in this research. The instrument used was a questionnaire in the form of open-ended questions where students had to express their answers in a paragraph. In the questionnaire there were instructions and a descriptive text about tourism places written in Indonesian that must be translated into English by students using two ways. First, students used Google translate application. Second, students translated those texts manually without an application. There were eight questions about what translation problems they found after using the app and what strategies they did to fix the result. Several points were found to be improved in the process of translation using Google translate, including to deal with grammatical error, to deal with inappropriate words or phrases, to deal with no provided meaning in google translate and to deal with abbreviation existed in Indonesian language and to deal with word for word translation.

As the usage of ICT in teaching and learning, digital literacy becomes well-liked for Indonesian English department and non-English department students from Jakarta and Central Java. This research is to investigate both the students’ listening comprehension and their insight into educational videos for improving their listening skills. The objectives are: 1) finding out the students listening comprehension through watching VOA Learning English, 2) obtaining the students' perception of listening to English?, 3) exploring students' preferences to listen through video?, 4) investigating the listening media and topic the students like to listen to?, 5) probing the students' familiarity with VOA Learning English? This research was a comparative study including descriptive statistics. The questionnaire results revealed that the students from the two campuses shared similarities and differences in their preferences to increase their listening skills through video. The students of the English department and non-English department listening comprehension were categorized as fair since most of them reached scores between seventy and eighty. The majority of both English department and non-English department students like to listening English. However, they prefer watching a video in the form of a combination between monolog and dialog. They were enjoy the song for improving their listening skill. They also commit that the VOA video was interesting since it was designed to help them in developing their English skills daily. Likewise, such videos performed native speakers as role models which are favored by English department and non-English department students. Besides, they like to receive the questions after the video ends.

This study investigates the effectiveness of using Google Translate as a translingual CALL tool in English as a Foreign Language (EFL) writing, keyed to the perceptions of both more highly proficient Chinese English major university students and less-proficient non-English majors. After watching a 5-minute passage from a movie, each cohort of students was asked to write an extemporaneous reflective essay. Students first wrote a text in Chinese, then composed a corresponding text in English, submitted their Chinese text to Google Translate (GT), compared the translated English GT text with their own self-written (SW) text, and finally revised their self-written English (RSW) text by referring to their GT text. Student perceptions of the activity were elicited by a questionnaire. Two types of online computational assessments evaluated students’ writing performance for all the SW, GT and RSW versions. Results indicate that GT texts showed significantly better writing performance in delivering more enriched content, using more advanced vocabulary and making fewer spelling and grammatical errors than the SW texts. RSW texts showed a significant improvement over SW versions, especially for the non-English major students. Students using Google Translate as a revision tool displayed better L2 performance in written language and content than in their self-writing, and especially non-English major students showed significantly more positive attitudes towards the use of Google Translate than English major students.

The purpose of this study is to ascertain how students view Google Translation as an aid for learning English. The pervasive usage of Google Translation by college students is what inspired this study. In order to better understand how students perceive using Google Translation to study English, researchers conducted research. Two research questions have been developed to address the aforementioned issues. The first is the proportion of students in the English Department who use Google Translate to learn English, and the second is how the students themselves view using Google Translate to learn English. Researchers utilize a quantitative descriptive research strategy in the interim to address defined research questions. In this study, two sets of questionnaires were utilized as the instruments: the first set was used to gather data for the first research question, and the second set was used to gather data for the second research question. Respondents to this survey were enrolled full-time in STKIP Muhammadiyah Pagar Alam's English Department for the academic year 2022–2023. They were all chosen through purposeful sampling. The results of this study show that STKIP Muhammadiyah Pagar Alam students in the English Department utilize Google Translate to learn English since they occasionally have trouble understanding it, especially while doing translation work. They make use of technology to assist them in tasks like translation, diction, checking for synonyms and antonyms, and checking pronunciation. Additionally, they have a favorable opinion of Google Translation as a tool for learning English, with the majority of their "yes" responses indicating that it aids in the process.

The present study aims to investigate how Thai EFL university students use Google Translate (GT) in English writing, how they post-edit (PE) its outputs, and how they view GT use in English writing. The participants were 15 third-year non-English major students from three universities in Thailand. The data collection tools were an interview and two writing assignments. After the data analysis, the findings revealed the students’ behavior of GT use and their output PE as well as their attitudes toward GT use in English writing. The results reported the students always used GT in completing writing tasks at both sentence and paragraph levels, and most students did PE the outputs before applying them. However, a few students used the outputs with no PE because they trusted in GT more than they did in themselves. Regarding the PE level, the students intended to address lexical and syntax errors, so their correcting covered the light level. The results also revealed mixed messages in their attitudes toward GT use in English writing. Most students viewed GT as a helpful, reliable assistant enhancing their writing quality, but some raw GT outputs of phrases, idioms, long sentences, and paragraphs were found incomprehensible. Also, the students acquired some bad habits from using GT. However, most students disagreed with not being allowed to use GT in English writing. The study recommended language teachers to provide Thai EFL students adequate instructions for the effective use of GT and its output PE.  

Instagram is a mobile application designed to enhance the photo-sharing experience on social media platforms. Instagram is one of social media that had been used by educator in learning process. Instagram included elements that make it potentially useful for language learning activities, the platform has been used extensively in the educational sector. Therefore, this research attempted to explore the opinions of non-English department students on the usage of Instagram for speaking English. This research used quantitative method, and the research design was survey. The population used 82 respondents non major English Department of STAI Hubbulwathan Duri at the first semester, academic year 2023-2024. The respondents consist of Islamic education department, development of Islamic society department, and Syariah banking Department. The students have the same qualification and academic background before doing a survey. They had ever learned speaking English by using Instagram. The reseracher took all respondents as sample in this research because size of the population be fewer 100. The researcher used questionnaires for data collection techniques, speaking in class while gathering information. This research investigated non English department students’ perception on the use instagram in speaking English showed positive perception in using instagram in speaking English. The percentage of agree was 81,16%. It showed Students can practice in a different environment on Instagram, which boosts their confidence. Additionally, the students felt at ease utilizing Instagram as a forum for speaking English and less bothered by their mistakes. They also felt encouraged in speaking English.

The translation is the key to accessing the information exchange. Language learners have traditionally relied on dictionaries to understand the meanings of foreign vocabulary in the target language. But now foreign language learners have access to a wide selection of Free Online Resources for Translators (FORT), including machine translation (MT) sites and apps, for example, Google Translate (GT). Therefore, the researcher wants to find out the English students’ perception of GT in helping English students. The researcher wants to conduct the experience of English Education Department students at UINSI Samarinda. The researcher used a mix method research design. The subject of this research was the sixth-semester students of the English education department at UINSI Samarinda. The data were gotten from questionnaires, interviews, and documentation. The findings of this research that students know regarding GT as an MT to translate from one language to another. Students know how to use the GT application correctly by entering the vocabulary they want to translate and then translating manually with considerations regarding grammar, word choice, and so on. Students feel GT is very useful and happy because GT is very helpful, faster, and saves more time. Students consider to translate and use GT to learn pronunciation and add vocabulary or synonyms. Also, translate text from images easily. It showed GT has many advantages in students’ class activities. Despite that, there were also some disadvantages, such as inaccurate translation, lack of grammar, and lack of internet access.

This paper is concerned with the problems in the application of Google Translate as a translation tool. The discussion focuses on the identification of the problems faced by the translators. This research was conducted by using the descriptive qualitative method with a case study approach. Some theories supporting this research were proposed by Munday, Imre, and also Ghasemi and Hasemian. The data sources in this research were taken from the questionnaires given to students of English Literature Department of USU. From the analysis, it was found that the biggest problems often faced by the students of English Literature Department of USU were the inaccuracy and mismatch of the meaning translated which reached 31%, followed by the inaccuracy of the language structure in the translation result which reached 30%. On the other hand, the findings also showed that the best solution to deal with these problems was to make self-corrections and check the meaning of some suspected words in the dictionary and make the best choice according to the context. With the same percentage of 29%, it could be concluded that the two solutions were claimed to be the best and most efficient for the students. The conclusion was that the use of Google Translate as a learning media in translation could be accepted and applied in the classroom. Based on the results of this analysis, it was revealed that students had already known how to solve the problems of using Google Translate.

It is a fact that language learning strategies can help learners to learn a language successfully. English learners who employ certain language learning strategy are believed to be able to master the language better and faster than those who do not employ any strategies or those who are not aware of their learning strategies. While learning strategies may affect the success of a language learner, a learner’s ‘choice’ of certain strategy can be influenced by one’s study background. Some previous studies have verified it by examining language learning strategies used by students of English Department and students of non-English Department using Oxford’s Strategy Inventory for Language Learning (SILL). Thus, with the same instrument, this research aims to prove the presence of the students’ differences in using the strategies. This research is under a survey research design with students’ responses as the main data and questionnaires as the instrument. The finding indicates that English Department students make use of social strategies the most, while non-English Department students generally use metacognitive strategies. The implication of this research is to give valuable inputs for English lecturers of both settings in subjecting their students according to the findings of each strategy’s use.

The easiest and most accessible way for learners to meet their translation needs is by using Google Translate. Machine translation is now an integral part of learning a foreign language, particularly Google Translate (GT), which has influenced EFL learning as an online dictionary. It is used to translate from the source language to the target language. It is widely used by Afghan second-language learners today for translating between English and Farsi languages. The purpose of the present study was to explore students’ attitudes and perceptions toward using Google Translate in EFL classes at the Ghor Institute of Higher Education. The data for this study were collected using a five-point Likert questionnaire and interviews with 145 English-major university students at the English Department and were analyzed both qualitatively and quantitatively. After analyzing the data, the results indicated that almost all of the participants reported using GT. The three most frequent uses of GT were to look up the meanings of unfamiliar words and to translate sentences from English to Farsi and vice versa, while translating paragraphs and articles (discourse level) was the least frequent. The results also showed that a majority of the population frequently used GT in their classes, and less than half said they used it sometimes, but the rest stated they used it always and rarely, with a very small percentage admitting they never utilized it. All in all, most of the students expressed a high level of positive attitudes toward using GT as a language learning tool in EFL classrooms. It is expected that GT will be better utilized in the future after knowing students’ perceptions and attitudes toward using it; that is, it may assist lecturers and educational practitioners in making informed decisions about its utilization in the classroom.

Objectives: This study assesses the precision and consistency of the Google Translate engine and tool in translating statistical and economic texts from English into Arabic. Methods: The descriptive analytical approach was employed in this project, and the study sample consists of five texts extracted from statistical and economic research. Results: The study revealed that the Google translation tool faced numerous challenges and contained lexical, grammatical, and consistency errors. Besides, a grand challenge might arise from the idioms and abbreviations, as Google Translate would use word-for-word translation and render them inaccurate meaning. In some cases, the abbreviations in the source text (ST) would be displayed as they are in the target text (TT), In other cases, Google Translate would do a deep search to render their meanings in the TT. Further, Google Translate has a significant problem rendering technical and specialized terms into the TT, and in some cases, it doesn’t consider the contexts and has a lexical choice challenge. Finally, Google Translate renders some terms with different meanings within the same text. Conclusions: Idioms and abbreviations present a grand challenge, as Google Translate would use word-for-word translation and render them in an inaccurate meaning. In some cases, the abbreviations in the ST are rendered as they are in the TT, and in other cases, Google Translate would do a deep search to render their meanings in the TT.

The article presents effects of Bangla literature courses on students of English language department in Bangladesh, and it investigates the impact of Bangla literature courses on students’ understanding of literary ideas and its importance in syllabus of English department in Bangladesh. Bangla literature courses have been introduced in the syllabus of every English language department in Bangladesh but without proper practice of teaching it cannot be effective in the learning process of students’ understanding of literature and languages. The target of teaching focuses on teaching Bangla literature separately as a non-departmental course but does not show the purpose for students of English language department. This paper discusses position of Bangla literature courses in teaching-learning setting of English departments and identifies implications of Bangla literature courses on students’ overall understanding of literary ideas. Moreover, it examines significance of Bangla literature courses in the syllabus of English department. Both qualitative and quantitative methods are followed for conducting this research. This research represents data collected from three public and three private universities in Bangladesh. This study reveals that the students of English language department can increase their understanding more by experiencing progressive attitudes toward learning Bangla literature. Furthermore, it evaluates some difficulties faced by both the teachers and the students in the context of Bangladeshi classroom. Based on findings from collected data, the research offers some practical and pedagogical recommendations and some proposals at the end.

<p>Learning is the process of acquiring knowledge and knowledge, mastery, skills and character, as well as the formation of attitudes and beliefs in students. To achieve the goals of learning, various kinds of learning techniques, methods, and strategies can be used in the classroom this research was conducted to investigate what kind of learning strategies used by the English students and non-English students from international classroom in learning English. This study was conducted by using survey design and the data was collected in one public university in Jambi Province, Indonesia. There were 44 students consisting 20 students from non-English department and 24 students from English department. There were the differences found between strategy used by English department students and non-English department students. From the result metacognitive which became the most highly use strategy by non-English department students tend to used metacognitive strategies. However, students from English department used social strategies as their learning strategies it is important for language learners to know what learning strategies suit them. Because every student has a difference learning strategies in learning English. However, there are other factors that influence the success of students in learning languages, such as motivation, gender, learning style, language teaching method and others. This is a suggestion for future researchers to conduct research related to this matter.</p>

This study aims to reveal students’ perception toward the use of google translate in translating at English Education Department, Universitas Negeri Manado. This research was a quantitative research and descriptive method is applied. A questionnaire that consists of 17 items was used as an instrument to collect the data. The questionnaire employed Likert scale. The sample was 30 eighth semester students of English Education Department Universitas Negeri Manado. The collected data were quantitative and analysed with percentage formula. Based on the findings, almost all statements received positive responses from the respondents. There were 2 statements that had higher responses which number 1 and 6. There were 93.3% of respondents agreed that they were interested in translating activity and used google translate as a media in translating, furthermore 80% of respondents agreed that they can translate easier using google translate. It means that the 8th semester students of English Education Department in Universitas Negeri Manado like the activity of translating and they do the translation easier using Google Translate. In addition, the average of the positive response in the other questionnaire items were above 50%. on the other hand, 40.3% of the respondents disagreed about the statement “google translate can translate paragraph by paragraph effectively”, 60% of respondents agreed that google translate made them lazy to open dictionary. Thus it can be concluded that google translate was helpful in translating especially translating English to Indonesian, furthermore the students are suggested to re-check the result of google translate and to not rely totally on it.

This study explores how secondary school learners of English as a Second Language (ESL) use Google Translate (GT) in their language learning. Although digital tools are widely used in education, most existing research focuses on university students. Less is known about how ESL learners in secondary education use translation tools, especially those who are still developing their language skills. This study addresses that gap by investigating the perceived benefits and challenges of GT among secondary school learners. A qualitative research design was employed, grounded in the Technology Acceptance Model by Davis. Data were collected through semi-structured interviews with ten ESL learners aged 15 to 16 from a private secondary school in Kuala Selangor, Malaysia. The participants’ English proficiency ranged from average to low. Interviews were transcribed and analyzed thematically using Yin’s Five Phases of Data Analysis. Findings showed that learners used GT for its convenience and support in comprehension, particularly when reading or writing in English. However, participants also reported challenges related to accuracy, such as grammatical errors and mistranslations. Some learners developed an over-reliance on GT, using it without critical engagement. Despite these concerns, many participants demonstrated an awareness of its limitations and employed strategies such as cross-checking translations with other tools. These findings suggest that while GT can be a valuable resource, it should be used with guidance. Teachers play a key role in helping students apply it critically and responsibly. This study contributes practical insights for educators and adds to the growing body of research on technology-enhanced language learning, particularly for ESL learners in secondary education.