Online Translation Tools Research Articles

Critical interactional strategies for selecting candidate translations in online translation tools in collaborative EFL writing tasks

With the increased frequency in the use of online translation tools (OTTs), such as Google Translate, in the foreign language classroom, teachers are reported to be concerned about students’ overdependence on these tools, their potential detrimental effects on learning, ethical issues of using them inappropriately and students’ lack of skills to use them critically. Thus, this study sets out to investigate the basis of teachers’ scepticism empirically by analysing OTT search sequences that display critical interactional strategies, where students reject the first translation option(s) offered by an OTT. The data analysed come from 22 h of video data of collaborative writing tasks, tracked using multimodal conversation analysis. The findings revealed five critical OTT strategies deployed to resolve emergent lexical issues. However, the pairs of students varied greatly in their use and range of critical OTT strategies, suggesting the need for explicit training in using different strategies.

A Study on the Lexicographic Approaches Utilized by English Language Scholars from Saudi Arabia: Emphasizing the Use of Dictionaries

This research investigates the lexicographic strategies employed by Saudi English language scholars, focusing on their utilization of dictionaries. The study also assesses the effectiveness of bidirectional Arabic-English dictionaries, particularly for Saudi Arabian students learning English as a foreign language. This study utilized (SPSS versiоn 21.0) tо analyze data cоllected оn dictiоnary use strategies amоng Saudi students. The Likert scale was emplоyed tо encоde respоnses, and Crоnbach's cоefficient alpha analysis ensured internal cоnsistency. Results indicated that strategic dictiоnary use amоng Saudi students falls within the medium range, with a mean scоre оf 2.87. Nоtably, participants shоwed a higher inclinatiоn tоward emplоying lооk-up strategies (average = 3.69) and dictiоnary selectiоn strategies (average = 3.51), while repоrting less frequent utilizatiоn оf awareness strategies (average = 2.01) and lemmatizatiоn strategies (mean = 2.10). As far as the efficacy, usage, attitudes, and impacts of bi-directional online translation tools are concerned, participants unanimously rated these highly (average= 4.7) for saving time, in cases where the word(s) was unknown (average= 4.5), and in recording the new word in the mental lexicon (average= 4.2), but as confusing (average= 4.8) when used for complex word structure translation. In conclusion, Saudi Language and Translation program students demоnstrated mоderate scоres acrоss the fоur categоries оf dictiоnary use strategies, with a higher inclinatiоn tоward lооk-up and dictiоnary selectiоn strategies and lesser emphasis оn awareness and lemmatizatiоn strategies.

Analysis of Google Translate Results in the Lyrics of "Rewrite the Stars" by Anne-Marie and James Arthur

There are numerous language varieties in the world, necessitating translation for comprehension. Google Translate serves as a free online translation tool available in various languages. It can be utilized for translating text, documents, websites, including song lyrics, with extensive coverage and unlimited access. However, Google Translate often produces inaccurate meanings. This research aims to identify errors generated by Google Translate in translating the lyrics of "Rewrite the Stars" by Anne-Marie and James Arthur. The researcher employs a qualitative descriptive research method, using the lyrics obtained from Google and translated into Indonesian using Google Translate. The analysis of Google Translate errors in the lyrics is based on Tono et al.'s (2014) theory. The study reveals a total of 15 translation errors in the lyrics, classified into four categories: three omissions, four additions, six selection errors, and two arrangement errors. The majority of translation errors result from meaning discrepancies. Therefore, it is crucial to verify Google Translate results before using them.

Machine Translation and Legal Text: A Case Study around Terminology (Spanish-Chinese)

Abstract This paper is a follow-up study to the research conducted by the authors in May 2023, in which they extracted some provisions from the Spanish Civil Code and used five popular free online translation tools, namely: GPT 3, Google Translate, DeepL, Baidu Translate and Youdao Translate, to translate these provisions into Chinese. The aim of the study was to record and analyse how those five free online translation tools translate seven selected legal terms contained in the provisions; to summarize the common errors observed; and to call for collaboration between translation professionals, on the one hand, and machine translation (MT) engineers, on the other, with a view to optimizing the performance of MT in legal translation (language pair Spanish-Chinese). In this follow-up research, the authors wish to determine whether any of the five tools has displayed any change in performance over the previous six months, and to repeat the experiment with seven legal terms, of which three are different from those of the previous study. This follow-up study shows that, overall, the types of translation errors found in the previous study persist, while, individually, GPT 4 has better rendition than GPT 3 in the translation of the limited group of terms chosen for the study.

The Use of Google Translate in EFL Essay Writing: Is It a Cheating?

During the process of writing an essay, many students are utilizing online translation tools like Google Translate due to the widespread availability of computing technology and the internet. Online translation programming is strong, yet it is inclined to over-exacting interpretation, and cannot represent the setting similar to a human interpreter. As a result, students are left to rely on a tool that promises to "do the hard work" for them by allowing them to only think and write in their native language. This study is aimed to determine the extent to which students at the University of Bengkulu, Indonesia, rely on technology in writing essays and whether they consider its use to be cheating or not. The data was obtained by conducting mixed-method research through survey with a closed-ended questionnaire and interview to the English Department students of Universitas Bengkulu who are currently taking a Critical Writing course. The results discovered that all of the participants have utilized GT as a translation tool for writing essays particularly to translate word from their first language into English. Moreover, they considered using GT for essay writing as cheating depending on how it is used; for graded assignments or writing test.

Preferences of Filipino and Foreign College Students Towards Online Translation Tools

Preferences of Filipino and Foreign College Students Towards Online Translation Tools

Translation machine: an introduction

Technology is a benchmark for universal development by providing easy access for users. Technology has also spread to the realm of languages where online translation tools make communication across languages easier. This research aims to provide information about the accuracy of translation in the Indonesian to English using Google Translation and Papago Naver to examine the language use of translation tools for websites. In this paper, we used qualitative methods to support our analysis by comparing both selected tools. The results indicated the quality of online translation tools is ineligible as the language used on the website. Several errors were found, mostly because the system could not recognize pronouns and only translated as according to their literal meaning without considering lexicosemantic. In conclusion, both translation tools have different accuracy levels to translate a variety of text and 50% of it is considered inaccurate which needs to be corrected by replacing each word and editing the whole text. This research is expected to facilitate the translation of words or sentences on a small or large scale and to provide another alternative on switching language use.

Examining Teacher Candidates’ Pedagogical Practices and Stances Towards Translanguaging and Multimodality in Writing

This study examines pre-service teacher candidates’ (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners’ writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for Language- Inclusive Teaching (PeCK–LIT) Test, and TCs’ unit plans and lesson plans. Analytical codes were derived from the literature on translanguaging: monolingual and translanguaging stance, translanguaging as a scaffold and resource, teacher-directed and student-directed, intentional and spontaneous translanguaging, and supporting monomodality and multimodality. Findings demonstrate the use of translanguaging strategies such as multilingual word walls and online translation tools. However, there were constraints to TCs’ stances, such as allowing translanguaging as a temporary scaffold towards English-only instruction and approaching writing as a discrete rather than multimodal skill. The paper recommends ways TCs can be supported in developing a holistic understanding of translanguaging and multimodality.

When French becomes Canadian French

Abstract In late 2020, the free online translation tool Microsoft Translator began to offer the option of translating into “French (Canada)” as a target language, alongside the previously offered “French”. Using a list of ten COVID-19 terms previously identified by Bowker (2020) as having different equivalents in Canadian French and European French, we evaluate the ability of Microsoft Translator to localize these terms into the two varieties of French. The findings indicate that while this tool does a good job of localizing the terms into Canadian French, it also uses a high number of Canadian French terms when the target language is set to “French”. One potential reason for this may be that the corpus used to train the tool for “French” contains a disproportionate number of examples from Canadian sources, and so there may be a problem of bias where the tool is amplifying Canadian French in the machine translation output.

Google Translate Application for Simple Writing

<div class="WordSection1"><p>The common problem in English teaching to a group of Indonesian speakers is that the group has difficulty understanding to an English topic. Such as in tenses, traditionally most teachers have done their best to explain in simple English and provide numerous examples. There's nothing wrong with this approach. However, as many Indonesian-speaking English teachers probably know, it can be helpful to quickly explain the concept in Indonesian. Then the lesson can turn back to English. Consequently, it wastes time and not effective, a solution should be found. One of the solutions is the Google Translate where Google Translate offers the most powerful, free online translation tools available. This English teaching article focuses on using Google Translate to help out in difficult situations, as well as provide ideas on how to use Google Translate in class in lesson plans. This research tries to provide and share the strength and weaknesses of Google translate tool for writing learning. This research took some students from seventh semester of UNINDRA students as sample. The methodology used was descriptive. This research took time for about four (4) months. The findings of this research point out that many people are helped by the benefit of the Google Translate application. Despite the weaknesses of it, they believe that the results of the translation are accurate as long as they revise the translations manually.</p></div>

AN ANALYSIS OF UNDERGRADUATE EFL STUDENTS’ LEARNING EXPERIENCES IN USING GOOGLE TRANSLAT ION CLASS

The present study is aimed to determine the learning experience of undergraduate students in using Google Translate in the translation class. This study uses a qualitative research design under the characteristics of a case study. Data were obtained through interviews conducted by researchers with 4 participants at level 3 of the English Education Study Program who takes elective courses in translation classes at one of the private universities in West Java. The findings reveal that Google Translate is an online translation tool that really helps students in learning. However, the results of the Google Translate translation should not be taken for granted because they need to be improved again. Lecturers do not recommend the use of Google Translate in translation classes because of the negative impact that can make students lazy to develop their abilities and the translation results are considered inaccurate. Based on these findings, it is recommended for teachers to be innovative in using Google Translate as a learning aid and students should limit the use of Google Translate and not feel dependent..Keywords: Google Translate; Learning Experiences; Translation

ANALYSIS OF EFL STUDENTS’ DIFFICULTIES IN WRITING ANDCOMPLETING ENGLISH THESIS

The objective of this research is to know the EFL students’ difficulties in writing and finishing their thesis. This research employs descriptive qualitative research. From the result analysis of a questionnaire, there are internal and external factors of EFL students’ difficulties in writing and finishing a thesis. In internal factors are 1) difficulty in choosing the title of the English title, 2) feeling bored, pessimistic, bored/saturated, and doubtful with their abilities, 3) feeling fears or worries during the proposal seminar exam or thesis examination later, 4) having a health problem or down, 5) students’ disability in understanding the systematics of writing a thesis, 6) tending to use online translation tools, 7) having difficulty in using English grammar, choosing the right vocabulary, spelling, and punctuation correctly. The students’ difficulty in writing and completing a thesis shows that the most difficult parts are in chapter 4 (result/findings and discussion). While external factors are 1) having communication problems with supervisors, for example, lecturers are difficult to contact, reply to messages for a long time, or do not reply to messages. 2) having problems with supervising lecturers’ writing, for example, writings cannot be read clearly or be understood. 3) having difficulty in finding references on the internet, 4) there are no complete reference sources and no free access to digital libraries on campus, 5) technical problems on devices such as laptops/computers, 6) having cost or financial problems and personal problems during the process of working on and completing the thesis. 7) students’ surrounding environment is not/less conducive. But, have a part-time job, have a busy life with hobbies or personal pleasures, and have a busy life in organizations both on and off-campus. do not influence them in working on and completing the thesis.

Using online translation tools in computer-assisted collaborative EFL writing

ABSTRACT This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four Swedish upper-secondary schools. In contrast to previous research on OTTs, this multimodal micro-analytic study examines the process of using OTTs and links it to the written product, by analysing actions on the screen accompanied by embodied pupil interaction. Thus the analyses track: (1) how and when pupils deploy OTTs, (2) whether the tools help them to resolve lexical gaps and other lexical issues and (3) what problems arise in the process. The study also discusses what help can be offered to overcome the encountered difficulties of using OTTs.

Molecular and Biochemical Characterization of nifHDK Genes in Klebsiella pneumoniae

Nitrogen fixation is carried by an enzyme complex called nitrogenase which consists of two main components, a dinitrogenase that is encoded by nifD and nifK and an iron containing reductase, also called Fe protein which is encoded by nifH. Nitrogen-free medium was used to detect the ability of nitrogen fixation by Klebsiella pneumonia, then DNA was extracted and overlap extension polymerase chain reaction of nifH, nifD and nifK. To obtain nucleotide sequences of these genes, sequencing of the PCR products was one. The reverse sequence of nifH and the forward sequences of nifD and nifK were converted into amino acids using online translation tool. Homology modeling was carried out using SWISS-MODEL. The modeled amino acids sequences was validated using ERRAT and PROCHECK. The modeled sequences were reliable and of quality higher than 90%. The two subunits of Fe protein were constructed and tertiary structure was predicted together with the binding sites for prosthetic group and ADP molecule in Fe protein. The following amino acids Asp11, Lys13, Asn157, Ser158, Val183, Pro184, Arg185, Asp186, Val189, Gln190 and Glu193 seem to participate in the ADP binding. The complexity of this enzyme makes it difficult to be cloned in plants.

Use of Dictionaries and Online Tools for Reading by Thai EFL Learners in a Naturalistic Setting

Dictionaries and online tools are regarded as important tools for finding out the meanings of unknown words or checking the usage of interesting words. This study investigated students' use of dictionaries and online tools in a natural setting by identifying the type of words they look up in their dictionaries and the types of dictionaries they use for the look-up. Fourteen learners from a Thai public university participated as the subjects by filling in a task record form which included the names of the dictionaries they were using, look-up words, meanings selected for the words, and their parts of speech. The look-up words were analyzed to find out the frequencies of words, parts of speech, and meanings by checking with an advanced learner dictionary. The findings show that the subjects mainly selected words that were nouns, verbs, and adjectives. They tended to choose "high frequency" for the lookups. For their convenience, subjects used either an online translation tool, 'Google Translate', or bilingual dictionaries through mobile devices. The results may help us understand EFL dictionary users' behaviors in using dictionaries and provide interesting implications for language teachers.

New Media in Formal and Non-formal Higher Education in Social Sciences

Abstract IT-era has changed not only the notion of intercultural communication worldwide, but also every aspect of human reality. In this paper, the authors present the application of electronic media in formal and non-formal education in Croatian higher education institutions on the example of the Faculty of Law, University of Osijek. Special attention is paid to specific computer programmes, language databases and tools for machine translation and machine-assisted translation used in the teaching process within the Lifelong Learning Programme for Lawyer-Linguists as a new type of non-formal interdisciplinary education delivered at that faculty. In the introductory part, the authors discuss the role of new media in formal higher education and present results of a questionnaire conducted among teaching staff of the Faculty of Law Osijek related to application of the Internet and other new IT-media in specific courses. The main part of the paper is focused on the analysis of the course Online Translation Tools and EU Vocabulary, carried out within the Lifelong Learning Programme for Lawyer-Linguists. Teaching contents of that course are delivered by using computer technology (translation tools and databases accessible online), which serves as a medium for teaching translation. Simultaneously, instructing students in proper and skilful usage of those media represents the principal goal of that course. In the concluding part, the authors try to determine the role of new media and IT in formal and non-formal types of tertiary education in the future.

A ghostwriter in the machine? Attitudes of academic staff towards machine translation use in internationalised Higher Education

Online translation has been freely available since the 1990s. In recent years its quality has been significantly improving, leading to instant translation which can easily be used as a reading or writing tool by students whose first language is not that of the institution where they study. For instance, students might use it to facilitate the composition of their essays in the language of instruction. However, such student use of online translation tools raises a number of important questions about their acceptability in Higher Education. As these questions remain unaddressed in the current literature, this paper presents novel findings from interviews with academic staff at two UK universities and examines the emerging themes. These include academic integrity, the meaning of the university brand and the need for language development. It then suggests that Higher Education Institutions need to engage in an informed and robust discussion of these issues to provide a consistent position on the place of Machine Translation in Higher Education.

Online Translation Tools as an Adjunct in Teleconsultations.

Online Translation Tools as an Adjunct in Teleconsultations.

Supporting Risk-Aware Use of Online Translation Tools in Delivering Mental Healthcare Services among Spanish-Speaking Populations.

Neural machine translation technologies are having increasing applications in clinical and healthcare settings. In multicultural countries, automatic translation tools provide critical support to medical and health professionals in their interaction and exchange of health messages with migrant patients with limited or non-English proficiency. While research has mainly explored the usability and limitations of state-of-the-art machine translation tools in the detection and diagnosis of physical diseases and conditions, there is a persistent lack of evidence-based studies on the applicability of machine translation tools in the delivery of mental healthcare services for vulnerable populations. Our study developed Bayesian machine learning algorithms using relevance vector machine to support frontline health workers and medical professionals to make better informed decisions between risks and convenience of using online translation tools when delivering mental healthcare services to Spanish-speaking minority populations living in English-speaking countries. Major strengths of the machine learning classifier that we developed include scalability, interpretability, and adaptability of the classifier for diverse mental healthcare settings. In this paper, we report on the process of the Bayesian machine learning classifier development through automatic feature optimisation and the interpretation of the classifier-enabled assessment of the suitability of original English mental health information for automatic online translation. We elaborate on the interpretation of the assessment results in clinical settings using statistical tools such as positive likelihood ratios and negative likelihood ratios.

Challenges to Quality Primary Health Care in Saudi Arabia and Potential Improvements Implemented by Other Systems: Systematic Review

INTRODUCTION: As primary healthcare centres play an important role in implementing Saudi Arabia’s health strategy, this paper offers a review of publications on the quality of the country’s primary health care. With the aim of deciding on solutions for improvement, it provides an overview of healthcare quality in this context and indicates barriers to quality. 
 
 METHOD: Using two databases, ProQuest and Scopus, data extracted from published articles were systematically analysed for determining the care quality in Saudi primary health centres and obstacles to achieving higher quality.
 
 RESULTS: Twenty-six articles met the criteria for inclusion in this review. The components of healthcare quality were examined in terms of the access to and effectiveness of interpersonal and clinical care. Good access and effective care were identified in such areas as maternal health care and the control of epidemic diseases, whereas poor access and effectiveness of care were shown for chronic disease management programmes, referral patterns (in terms of referral letters and feedback reports), health education and interpersonal care (in terms of language barriers). Several factors were identified as barriers to high-quality care. These included problems with evidence-based practice implementation, professional development, the use of referrals to secondary care and organisational culture. Successful improvements have been implemented by other systems, such as mobile medical units, electronic referrals, online translation tools and mobile devices and their applications; these can be implemented in Saudi Arabia for improving the quality of the primary healthcare system in this country.
 
 CONCLUSION: The quality of primary health care in Saudi Arabia varies among the different services. To improve quality, management programmes and organisational culture must be promoted in primary health care. Professional development strategies are also needed for improving the skills and knowledge of healthcare professionals. Potential improvements can be implemented to improve the quality of the primary health system.