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Abstract

Abstract

Research on machine translation in language courses has proliferated over the last decade, yet few studies have considered use in English medium-instruction programs that aim to simultaneously develop student language ability and knowledge of content. This study therefore investigates student use and beliefs about machine translation at a transnational Chinese university. Interviews with twenty-one undergraduate students and fourteen instructors found that student use of machine translation is widespread, though variable. Students report using machine translation to increase reading comprehension, vocabulary, and speed; translate first language writing to raise target language writing quality and complexity; and decrease the amount of copied (though cited) content. Instructors report student use of simultaneous speech translation in class, mistranslations in student writing indicating a lack of engagement with English language texts, and cross-language plagiarism. Both students and instructors view machine translation as a tool: a potentially beneficial one that, if used uncritically and constantly, can stunt language development. Students are thus faced with a choice between developing their English and the expediency of quickly reading and writing in Chinese, a choice heavily affected by student workload, performance pressures, and, arguably, lack of machine translation literacy.

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/content/journals/10.1075/jemi.24010.hig
2024-11-05
2024-12-13

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  • Article Type: Research Article
Keywords: China ; machine translation ; academic integrity ; language policy ; transnational higher education ; English-medium instruction

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