Playing with Machine Translation in Language Classroom: Affordances and Constraints
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With recent developments in artificial intelligence, students are starting to actively embrace machine translation for a variety of purposes. However, English teachers feel ambivalent about introducing this new technology into classroom settings, raising concern about its educational value and effectiveness. The situation requires an empirical investigation into the affordances and constraints of machine translation within specific educational contexts. Given these intersecting developments, the present study reports on a pedagogical experiment which traced students’ exploration of using machine translation services, and analyzes their evaluations of this emerging technology. Results suggest that teachers and students can benefit from the use of this emerging technology if they collaboratively explore machine translation as a context-sensitive tool, while paying close attention to crosslinguistic features, culture-specific phrases, lexical and grammatical characteristics, genre types, and the criticality of a given task. Based on these results some possible classroom tasks incorporating machine translation are proposed. It is also suggested that educators initiate a productive discussion on the use of machine translation and other artificial intelligence-driven technologies in the classroom and design effective pedagogical practices within a broader conceptual framework of literacy, rather than giving into unexamined hope or fear of the technology.
Abstract
With recent developments in artificial intelligence, students are starting to actively embrace machine translation for a variety of purposes. However, English teachers feel ambivalent about introducing this new technology into classroom settings, raising concern about its educational value and effectiveness. The situation requires an empirical investigation into the affordances and constraints of machine translation within specific educational contexts. Given these intersecting developments, the present study reports on a pedagogical experiment which traced students’ exploration of using machine translation services, and analyzes their evaluations of this emerging technology. Results suggest that teachers and students can benefit from the use of this emerging technology if they collaboratively explore machine translation as a context-sensitive tool, while paying close attention to crosslinguistic features, culture-specific phrases, lexical and grammatical characteristics, genre types, and the criticality of a given task. Based on these results some possible classroom tasks incorporating machine translation are proposed. It is also suggested that educators initiate a productive discussion on the use of machine translation and other artificial intelligence-driven technologies in the classroom and design effective pedagogical practices within a broader conceptual framework of literacy, rather than giving into unexamined hope or fear of the technology.
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