Exploratory Study on the Use of Machine Translation for Reading in College English Classes
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This study explored the use of machine translation (MT) for reading in college English classes. A possible mechanism of MT use at play during L2 reading was explained based on Kintsch’s Construction Integration model. Framed in dynamic assessment (DA), intercorrelations between students’ vocabulary knowledge, independent reading scores (IRS), MT-mediated reading scores (MTRS), and learning potential scores (LPS) were analyzed to explain a possible role of MT in L2 reading. Students’ perceptions of MT use were investigated via surveys after the MT-mediated reading assessment and the MT-mediated think-aloud reading (TAR) task as self-instructional training. One hundred ten students participated in the DA task, and one hundred three, in the TAR task. The findings confirmed the role of MT as an L2 proficiency mediating tool in reading assessment. Students’ perceptions of MT use were positive overall. Clarifying meanings of unfamiliar words and difficult sentences was reported to be the areas where the participants benefited most from MT use during the assessment. The positive effects of the MT-mediated TAR task were found to be improved English proficiency, increased sensitivity to self-monitoring, development of global competence, convenience, enhanced self-directed learning, and increased familiarity with English. Pedagogical implications of the findings are discussed.
Abstract
This study explored the use of machine translation (MT) for reading in college English classes. A possible mechanism of MT use at play during L2 reading was explained based on Kintsch’s Construction Integration model. Framed in dynamic assessment (DA), intercorrelations between students’ vocabulary knowledge, independent reading scores (IRS), MT-mediated reading scores (MTRS), and learning potential scores (LPS) were analyzed to explain a possible role of MT in L2 reading. Students’ perceptions of MT use were investigated via surveys after the MT-mediated reading assessment and the MT-mediated think-aloud reading (TAR) task as self-instructional training. One hundred ten students participated in the DA task, and one hundred three, in the TAR task. The findings confirmed the role of MT as an L2 proficiency mediating tool in reading assessment. Students’ perceptions of MT use were positive overall. Clarifying meanings of unfamiliar words and difficult sentences was reported to be the areas where the participants benefited most from MT use during the assessment. The positive effects of the MT-mediated TAR task were found to be improved English proficiency, increased sensitivity to self-monitoring, development of global competence, convenience, enhanced self-directed learning, and increased familiarity with English. Pedagogical implications of the findings are discussed.
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