Effects of Google Translate instruction on young learners’ L2 writing revisions
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This study explores the impact of Google Translate (GT) instruction on Korean middle school students' L2 writing revisions. Two ninth-grade classes participated, with 22 students in the Instruction Group (IG) and 20 in the No-instruction Group (NG). Both groups completed a picture-based narrative writing task and revised their texts using GT. The IG received 90 minutes of GT instruction before the revision, while the NG did not. Findings suggest that GT instruction significantly improved spelling and grammatical accuracy, helping IG participants better identify and correct errors. However, it did not have a significant effect on syntactic complexity. Additionally, GT instruction encouraged more comprehensive revisions across different linguistic sizes (letter, word, phrase, clause) and purposes (lexical, grammatical, cosmetic, informational), leading to more positive perceptions of GT among IG participants. Conversely, the NG exhibited inconsistent revision performance and minimal engagement, coupled with less favorable views of GT. The study discusses the pedagogical implications of incorporating GT into L2 writing instruction.
Abstract
This study explores the impact of Google Translate (GT) instruction on Korean middle school students' L2 writing revisions. Two ninth-grade classes participated, with 22 students in the Instruction Group (IG) and 20 in the No-instruction Group (NG). Both groups completed a picture-based narrative writing task and revised their texts using GT. The IG received 90 minutes of GT instruction before the revision, while the NG did not. Findings suggest that GT instruction significantly improved spelling and grammatical accuracy, helping IG participants better identify and correct errors. However, it did not have a significant effect on syntactic complexity. Additionally, GT instruction encouraged more comprehensive revisions across different linguistic sizes (letter, word, phrase, clause) and purposes (lexical, grammatical, cosmetic, informational), leading to more positive perceptions of GT among IG participants. Conversely, the NG exhibited inconsistent revision performance and minimal engagement, coupled with less favorable views of GT. The study discusses the pedagogical implications of incorporating GT into L2 writing instruction.