L2 Writing in a Machine Translation-based Korean Writing Class －Learner Perceptions and Characteristics of Translated Texts

Abstract

This study examined how Korean learners perceive machine translation in Korean writing class, what the characteristics of machine-translated texts are, and what patterns appear depending on the level of Korean proficiency. Based on these results, this study aimed to suggest how machine translation in Korean writing class would help both of instructors and students. According to a survey of 77 Korean learners, 96% use machine translation and about 90% find it convenient. For beginners, most used machine translation when translating their native language into Korean, while intermediate and advanced learners used machine translation when translating Korean into their native language. Machine translation was mainly used for learning written language. In the second survey of same population, more than 98% of learners recognized that machine translation was convenient but inaccurate, and 97% required that there would be activities to use machine translation which could also provide feedback during class time. In sum, advanced level learners reviewed and modified machine-translated results more carefully than beginners and intermediate level learners, while beginners reviewed and modified less carefully than intermediate and advanced level learners. Thus based on this study, the teaching and learning methods for using machine translation in the writing class were presented as ‘1) finding problems and correcting one’s own language knowledge through self-correction after using machine translation, 2) discovering the differences between one’s mother tongue and Korean through back-translation activities, 3) discovering and using ways to reduce machine translation errors, where 4) the instructor should guide learners to discover cultural elements and provide explicit feedback., discovering various translations according to translation purpose and intention through cooperative activities.’