Integrating Generative AI and Machine Translation into EFL Reading and Vocabulary Instruction
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This study investigated the effects of machine translators, ChatGPT, and their combined use on reading comprehension and vocabulary acquisition among 120 university students enrolled in English courses in 2024, who were randomly assigned to one of three tool-based groups. It also examined whether tool usage in EFL reading contexts led to varying outcomes and explored students’ perceptions of these tools. Results showed that all three groups improved in reading and vocabulary within groups, but no significant differences were found between groups. Additionally, learners’ perceptions regarding both the affective and motivational influence, as well as the educational impact of AI tools, showed no significant variation across experimental groups for the majority of survey items. Students who used machine translators found them helpful for understanding texts and reading speed but expressed concerns about inaccuracy, overuse, and unclear meanings. Those who used ChatGPT appreciated its usefulness and speed but also noted similar issues to those observed in the Machine Translation (MT) group. The group using both tools found them useful, clear, and fast, but still faced issues related to overreliance and occasional errors. Despite its limitations, this study provides an empirical example of integrating AI tools into foreign language education and offers meaningful pedagogical implications.
Abstract
This study investigated the effects of machine translators, ChatGPT, and their combined use on reading comprehension and vocabulary acquisition among 120 university students enrolled in English courses in 2024, who were randomly assigned to one of three tool-based groups. It also examined whether tool usage in EFL reading contexts led to varying outcomes and explored students’ perceptions of these tools. Results showed that all three groups improved in reading and vocabulary within groups, but no significant differences were found between groups. Additionally, learners’ perceptions regarding both the affective and motivational influence, as well as the educational impact of AI tools, showed no significant variation across experimental groups for the majority of survey items. Students who used machine translators found them helpful for understanding texts and reading speed but expressed concerns about inaccuracy, overuse, and unclear meanings. Those who used ChatGPT appreciated its usefulness and speed but also noted similar issues to those observed in the Machine Translation (MT) group. The group using both tools found them useful, clear, and fast, but still faced issues related to overreliance and occasional errors. Despite its limitations, this study provides an empirical example of integrating AI tools into foreign language education and offers meaningful pedagogical implications.