기계번역을 활용한 영작문 강의 수업에 대한 학생의 인식 및 만족도 탐색
The investigation of students’ perceptions and satisfaction with English writing instruction using machine translation
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This study investigates college students’ perceptions and satisfaction with English writing instruction that incorporates machine translation. Sophomores majoring in English language and literature and enrolled in a writing course participated in the study. The instructional model comprises seven steps: (1) an instructional session on the features and drawbacks of machine translation, (2) writing an essay in Korean, (3) translating the Korean essay into English by the students, (4) using Google Translate a maximum of seven times to translate words, phrases, or sentences from Korean into English, (5) revising the English essay, (6) completing Reflection Activity handouts, and (7) answering survey items and optionally participating in individual interviews. The results reveal that most participants perceived machine translation as useful for improving their overall writing skills. Students specifically mentioned that it helped them learn new sentence structures and identify grammatical errors by comparing their own sentences with Google-translated ones. Additionally, students with different levels of English proficiency did not perceive the effectiveness of the instruction differently. The findings provide practical implications for this instructional model in English writing courses, serving as a valuable reference for writing instructors in similar contexts.
Abstract
This study investigates college students’ perceptions and satisfaction with English writing instruction that incorporates machine translation. Sophomores majoring in English language and literature and enrolled in a writing course participated in the study. The instructional model comprises seven steps: (1) an instructional session on the features and drawbacks of machine translation, (2) writing an essay in Korean, (3) translating the Korean essay into English by the students, (4) using Google Translate a maximum of seven times to translate words, phrases, or sentences from Korean into English, (5) revising the English essay, (6) completing Reflection Activity handouts, and (7) answering survey items and optionally participating in individual interviews. The results reveal that most participants perceived machine translation as useful for improving their overall writing skills. Students specifically mentioned that it helped them learn new sentence structures and identify grammatical errors by comparing their own sentences with Google-translated ones. Additionally, students with different levels of English proficiency did not perceive the effectiveness of the instruction differently. The findings provide practical implications for this instructional model in English writing courses, serving as a valuable reference for writing instructors in similar contexts.
참고문헌 (18)
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