The impact of machine translation software on students’ interaction and participation in class

Abstract

Machine Translation Software (MTS) has been in use by students with English as a second language since 2000. In recent years its use has increased. There are many studies into its use in HE (Groves & Mundt, 2021; Jolley & Maimone, 2015; Clifford et al, 2013). This year, at the University of York, I am undertaking some research into PGT English as a Second Language (ESL) students’ use of machine translation software in the classroom. This will be of interest to all Learning Developers who teach ESL students. It is known that students use the software for reading and completing assignments, but there is less known about how students use the software within class to understand and engage with the class content. Although the software can be a helpful tool to enhance students’ understanding of the class content, it can also be a barrier to full participation in class-based discussion and interaction. The aim of the session is to enable the learning development community to share experiences of supporting students who use MTS to support their studies. This session will explore some of these issues- in relation to academic skills sessions and invite participants to share their ideas on how learning developers respond to this challenge.