The Attitude of Pre-Intermediate Students in Using Google Translate as a Learning Tool During In-Class Writing Lessons

Abstract

This study examines the opinions and behaviors of tertiary-level students toward the use of Google Translate (GT) during writing assignments. GT has reportedly obtained the attention of several scholars in terms of how and why language learners are using it for writing assignments (Chompurach, 2021), which is the reason why this study was conducted. This research aims to explore students’ perception of the accuracy and frequency of the use of GT and their feedback in general during writing assignments. The study employed a mixed-method approach, utilizing both quantitative and qualitative methods. In the data collection process, a set of survey questions and a semi-structured interview that have been adapted from a previous study were delivered to 204 participants and 8 interviewees, who are freshmen and sophomore students at the Industrial University - Ho Chi Minh City (IUH). The findings of this research indicate that nearly all surveyed students acclaimed the effectiveness of GT, which could serve as a regular learning tool during writing tasks because it can ensure the accuracy of the translated texts, while only a low proportion of participants were concerned about its effectiveness. The evidence would provide English teachers with an understanding of how GT has been viewed by students, from which any modifications to teaching methods of writing skills would be generated to ensure the students’ confidence level.