The Effect of Using Machine Translation on Korean Middle School Students’ L2 Writing Performance and Affective Aspects
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of the present study is to investigate the effects of using machine translation (MT) on Korean middle school students’ second language (L2) writing performance and affective aspects. A total of 30 middle school students participated in the study. For eight weeks, the students performed six writing tasks in three modes: without MT, with MT in the draft stage, and with MT in the revision stage. They wrote two writings in each mode. The students completed pre and post questionnaires to explore their affective aspects of using MT in L2 writing. The findings indicated that students’ writing scores improved when using MT in their L2 writing, and that using MT in the draft stage, where their first language (L1) was relatively dominant, was more helpful. Secondly, while investigating how students accepted the outcomes of MT as feedback and how their writing changed, there were significant changes in surface, stylistic, structural, and contents of writing with MT in the draft stage. Lastly, the students’ questionnaire responses indicated that in L2 writing, they considered writing with MT in the draft stage more positively than when using MT in the revision stage.
Abstract
The purpose of the present study is to investigate the effects of using machine translation (MT) on Korean middle school students’ second language (L2) writing performance and affective aspects. A total of 30 middle school students participated in the study. For eight weeks, the students performed six writing tasks in three modes: without MT, with MT in the draft stage, and with MT in the revision stage. They wrote two writings in each mode. The students completed pre and post questionnaires to explore their affective aspects of using MT in L2 writing. The findings indicated that students’ writing scores improved when using MT in their L2 writing, and that using MT in the draft stage, where their first language (L1) was relatively dominant, was more helpful. Secondly, while investigating how students accepted the outcomes of MT as feedback and how their writing changed, there were significant changes in surface, stylistic, structural, and contents of writing with MT in the draft stage. Lastly, the students’ questionnaire responses indicated that in L2 writing, they considered writing with MT in the draft stage more positively than when using MT in the revision stage.
참고문헌 (35)
- 안수진, "Students’ Perceptions of the Use of Online Machine Translation in L2 Writing", 멀티미디어 언어교육, 23(2), pp.10~35 (2020), 한국멀티미디어언어교육학회[DOI]
- Aull, L., "Corpus analysis of argumentative versus explanatory discourse in writing task genres", Journal of Writing Analytics, 1(1), pp.1~47 (2017)
- Ball, R. V., "Computer-assisted translation and the modern languages curriculum", The CTISS File, 8(1), pp.52~55 (1989)
- Belam, J., "Teaching machine translation evaluation by assessed project work", Proceedings of the Sixth EAMT Workshop Teaching Machine Translation, pp.131~136 (2002)
- Bereiter, C., "An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing", Curriculum Inquiry, 17(1), pp.9~30 (1987)
- Bernardini, S., "Discovery learning in the language for translation classroom", Cadernos de Traducao, 36(1), pp.14~35 (2016)
- Bowker, L., "Machine translation and global research: Towards improved machine translation literacy in the scholarly community" (2019), Emerald Publishing
- Brown, H. D., "Principles of language learning and teaching" (2000), Longman
- Campbell, S., "Translation in the context of EFL: the fifth macroskill?", TEFLIN Journal, 13(1), pp.58~72 (2002)
- Crossely, S. A., "Technological disruption in foreign language teaching: The rise of simultaneous machine translation", Language Teaching, 51(4), pp.541~552 (2018)
- Ferris, D., "The job of teaching writing: Teacher views of responding to writing", Writing & Pedagogy, 3(1), pp.39~77 (2011)
- Flower, L., "A cognitive process theory of writing", College Composition and Communication, 32(4), pp.365~387 (1981)
- Garcia, I., "Machine translation-assisted language learning: Writing for beginners", Computer Assisted Language Learning, 24(5), pp.471~487 (2011)
- Graham, S., "The process writing approach: A meta-analysis", The Journal of Educational Research, 104(6), pp.396~407 (2011)
- Groves, M., "Friend or foe? Google translate in language for academic purposes", English for Specific Purposes, 37(1), pp.112~121 (2015)
- Guerberof, A. A., "Machine translation and post-editing training as part of a master’s programme", The Journal of Specialised Translation, 31(1), pp.217~238 (2019)
- Hamp, L., "Communicative writing profiles: An investigation of the transferability of a multiple trait scoring instrument across ESL writing assessment contexts", Language Learning, 41(3), pp.337~373 (1991)
- 임희주, "교양영어 수업에서 영어자동번역기 사용에 대한 대학생의 인식 및 태도연구 ― 영작문 수업을 중심으로", 교양교육연구, 11(6), pp.727~751 (2017), 한국교양교육학회
- 김경란, "대학 L2 글쓰기에서 번역기 사용은 필요한가?: 타당성에 대한 초급반 학습자의 인식", 디지털융복합연구, 18(6), pp.99~108 (2020), 한국디지털정책학회[DOI]
- Kliffer, M., "Post-editing machine translation as an FSL exercise", Porta Linguarum, 9, pp.53~67 (2008)
- Larson-Guenette, J., "It’s just reflex now: German language learners’ use of online resources", Die Unterrichtspraxis, 2013, pp.46(1), 62~74
- Lee, S. -M., "The impact of using machine translation on EFL students’ writing", Computer Assisted Language Learning, 33(3), pp.157~175 (2020)
- Lee, S. -M., "Effects of using machine translation to mediate the revision process of Korean university students’ academic writing", ReCALL, 33(1), pp.18~33 (2021)
- Nino, A., "Machine translation in foreign language learning: Language learners’ and tutors’ perceptions of its advantages and disadvantages", ReCALL, 21(2), pp.241~258 (2009)
- Nunan, D., "Communicative tasks and the language curriculum", TESOL Quarterly, 25(2), pp.279~295 (1991)
- 오혜진, "Learners’ writing performance, revision behavior, writing strategy, and perception in wiki-mediated collaborative writing", 멀티미디어 언어교육, 17(2), pp.176~199 (2014), 한국멀티미디어언어교육학회[DOI]
- 배태일, "A Structural Model for Korean EFL Students’ Writing Performance", 영어교육, 63(2), pp.121~137 (2008), 한국영어교육학회[DOI]
- Pritchard, R. J., "Handbook of Writing Research" (2006)
- Sheen, Y., "The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles", TESOL Quarterly, 41(2), pp.255~283 (2007)
- Shei, C.-C., "Combining translation into the second language and second language Learning: An integrated computational approach", Doctor, pp.2002
- Wang, W., "L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers", Journal of Second Language Writing, 11(3), pp.225~246 (2002)
- Weigle, S. C., "Teaching writing teachers about assessment", Journal of Second Language Writing, 16(3), pp.194~209 (2007)
- Wong, T., "Corpus-based learning of Cantonese for Mandarin speakers", ReCALL, 28(2), pp.187~206 (2016)
- Yagelski, R. P., "The role of classroom context in the revision strategies of student writers", Research in the Teaching of English, 29(2), pp.216~238 (1995)
- Zamel, V., "The composing process of advanced ESL students: Six case studies", TESOL Quarterly, 17(2), pp.165~187 (1983)